Matching Deaf-Blind Strategies with UDL Guidelines …



60960-25908000Open Hands, Open Access Deaf-Blind Intervener Learning Modules Module: Accessing the Curriculum and the EnvironmentMatching Deaf-Blind Strategies with UDL Guidelines AssignmentOverview Name: Date:Purpose: To match common deaf-blind strategies with the UDL Guidelines.As discussed in the module, Universal Design for Learning is based on three principles. Each principle is subdivided into three guidelines, which better explain the specific ways UDL is put into action with students. Principle I: Provide multiple means of engagement.Guidelines: Provide options for recruiting interest.Provide options for sustaining effort and persistence.Provide options for self-regulation. Principle II: Provide multiple means of representation.Guidelines: Provide options for perception.Provide options for language and symbols.Provide options for comprehension.Principle III: Provide multiple means of action and expression.Guidelines: Provide options for physical action.Provide options for expression and communication.Provide options for executive functions.Specific examples about things you can do in classrooms and with students can be found at: The UDL Guidelines. InstructionsThe “Assignment” table below lists each of the nine guidelines. Each guideline has two or three associated strategies. For each guideline pick one of those strategies and provide a reason (one or two sentences) explaining how that strategy meets the expectations of the associated guidelines. ExampleGuidelineStrategyReasonProvide options for perception.High contrast backgroundsGreatly improves visibility of words, objects, patterns, pictures, etc. Provide options for language and symbols.Manipulatives for math classHelps develop a conceptual understanding of mathematical ideas.AssignmentGuidelineStrategyReasonProvide options for recruiting interest.Reduce auditory distractionsReduce visual clutterProvide options for sustaining effort and persistence.Peer mentors/tutorsSmall GroupProvide options for self-regulation.ChecklistsRubricsHaving choicesProvide options for perception.Large printDigital talking books or EbooksPair print words with picturesProvide options for language and symbols.Charts, graphs, & tables(including tactile versions)Educational gamesTalking calculatorProvide options for comprehension.Color codingCharts, graphs, & tables(including tactile versions)Hands-on experienceProvide options for physical action.Partial ParticipationSwitchKeyboard alternativesProvide options for expression and communication.Memory/Experience BookPair print words with picturesSwitchProvide options for executive functions.Processing timeChecklists ................
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