Universal Design For Learning Languages


Use multiple means of representation.

Provide Options For Perception

  • Options that customize the display of information
  • Options that provide alternatives for auditory information
  • Options that provide alternatives for visual information

Provide Options For Language & Symbols

  • Options that define vocabulary and symbols
  • Options that clarify syntax and structure
  • Options for decoding text or mathematical notation

Provide Options For Comprehension

  • Options that provide or activate background knowledge
  • Options that highlight critical features, big ideas. and relationships
  • Options that support memory and transfer
  • Options that illustrate key concepts non-linguistically


Use multiple means of expression.

Provide Options For Physical Action

  • Options in the mode of physical response
  • Options in the means of navigation
  • Options for accessing tools and assistive technologies

Provide Options For Expressive Skills

  • Options in the media for communication
  • Options in the tools for composition and problem solving
  • Options in the scaffolds for practice and performance

Provide Options For Executive Functions

  • Options that guide effective goal-setting
  • Options that support planning and strategy development
  • Options that enhance capacity for monitoring progress


Use multiple means of engagement.

Provide Options For Recruiting interest

  • Options that increase individual choice and autonimity
  • Options that enhance relevance, value, and authenticity
  • Options that reduce threats and distractions

Provide Options For Sustaining Effort & Persistence

  • Options that heighten salience of goals and objectives
  • Options that vary levels of challenge and support
  • Options that foster collaboration and communication
  • Options that increase mastery-oriented feedback

Provide Options For Self-regulation

  • Options that guide personal goal-setting and expectations
  • Options that scaffol coping skills and stategies
  • Options that develop self-assessment and reflection

Dance & Creative Movement

Put the following items in a box in your classroom:

  • Scarves
  • Colored tissue paper or tissues
  • Crepe paper streamers (even a toilet paper roll)
  • Elastic tape for stretching or pulling
  • Bubbles Maracas, or a sealed container 1/2 full of dried macaroni
  • Dancing socks: bells sewn onto top of ankle socks (nonskid soles give children extra traction while dancing)
  • Favorite dancing DVDs or CDs “Inside balls” (Superball or Styrofoam ball)
  • Flashlight or glow stick (please check age requirement to see if appropriate for your child)
  • Music Instruments (See Music Box)

We could:

  • Create a dance with flowing scarves, tissue paper, or crepe paper.
  • Stretch, using elastic tapes (found in sewing centers or variety stores).
  • Sew the ends of tapes together to make a huge elastic band.
  • Dance with balloons and/or bubbles to all kinds of music.
  • Bounce or throw “inside balls” in new and inventive ways.
  • Create dances in the dark with flashlights or glow sticks.
  • Shadow-dance in a dark room in front of a light source.
  • Write your name in the air with different parts of your body.
  • Follow the leader by dancing facing a partner and imitating the movement.
  • Dance and move in front of a mirror.

Creative Dramatics

Put the following items in a box in your classroom:

  • Old clothes, scarves, hats, accessories, neckties
  • Large fabric scraps and old sheets to wrap, drape, and tie
  • Aluminum foil for space suits, armor, and shields
  • Old household items, such as discarded tools, an old telephone, a broken hair dryer without the cord, broom, and bucket
  • A microphone, if available
  • Cardboard boxes of various sizes for stages, scenery, and puppet shows
  • Glue, heavy-duty tape (like package or duct tape)
  • Paper plates and paper bags to create puppets (More supplies can be found in the Visual Arts Box)

We Can:

  • Act out stories we read
  • Improvise stories we make up
  • Take turns speaking, staying in character
  • Change our voice to match our characters – loud, soft, high, low

All Kids Want to Play

All kids want to play. Kids with disabilities are no different. “Ian” is a short, animated film inspired by the real-life Ian, a boy with a disability determined to get to the playground despite his playmates bullying him. This film sets out to show that children with disabilities can and should be included.

“Ian” started as a mother’s mission to educate her son’s bullies on the playground—one to one. When she realized that the need for inclusion was bigger than one playground, she wrote a book and founded Fundación ian to change thousands of minds and attitudes about people with disabilities.

You can learn more about this project at