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Universal Design for Learning (UDL): PLAN IT Checklist for TECH IT,

ARRANGE IT, and CHECK IT

This checklist should be used in making decisions about UDL characteristics in your planned, technology-supported activity.

Sources:

Stockhall, N. S., Dennis, L., & Miller, M. (2012). Right from the start. Universal design for preschool. Teaching Exceptional Children, 45(1), 10-17.

Gargiulo, R. M., & Metcalf, D. (2010). Teaching in today’s inclusive classrooms. A universal design for learning approach. Belmont, CA: Wadsworth.

CAST. (2012). UDL guidelines-Version 2.0: Examples and resources. Retrieved from

TECH IT UDL Technology Features

|TECH IT Multiple Means of Representation: |Ensure that instruction, questions, expectations, and learning opportunities exist in |

| |various formats and at different levels of complexity, addressing a range of ability levels |

| |and needs. |

|Tool/s Feature/s: |Yes (√) |No (√) |

|Illustrates through multiple media. | | |

|Enhances auditory or visual perception—change the visual display (e.g., sound adjustment, | | |

|magnification, removing background images, changing the contrast). | | |

|Uses audio accompanied by signing, captioning, pictures, video, animation. | | |

|Decodes text with text-to-speech. | | |

|Enables text transcription paired with text-to-speech/pictures. | | |

|Translation tools paired with English, for ESL learners. | | |

|Supports planning and strategy development. | | |

|Clarifies vocabulary and symbols. | | |

|Highlights patterns or critical features. | | |

|Activates or supplies background knowledge. | | |

|Clarifies syntax and structure. | | |

|TECH IT Multiple Means of Action and Expression:|Ensure that children have a variety of formats for responding and demonstrating what they |

| |know, and a variety of formats for expressing ideas, feelings, and preferences. Children |

| |have options in their use of materials to address individual strengths, preferences, and |

| |abilities. |

|Tool/s Feature/s: |Yes (√) |No (√) |

|Varying response and navigation features. | | |

|Uses multiple media for communication. | | |

|Opportunity to record voice, text, video, or draw. | | |

|Builds fluencies with graduated levels of support for practice and performance. | | |

|Opportunity to transcribe text paired with text-to-speech. | | |

|Optimizes access to tools and assistive technologies. | | |

|Uses multiple tools for construction and composition. | | |

|TECH IT Multiple Means of Engagement: |Ensure that various opportunities exist for arousing the attention, curiosity, and |

| |motivation of children, addressing a wide range of interests, preferences, and learning |

| |styles. Levels of scaffolding, repetition, and appropriate challenges then maintain |

| |engagement to ensure successful learning. |

|Tool/s Feature/s: |Yes (√) |No (√) |

|Varying levels of challenge and individual choice. | | |

|Opportunities for practice. | | |

|Enhances relevance, value, and authenticity (connects to prior knowledge). | | |

|Minimizes threats and distractions. | | |

|Varies demands and resources to optimize challenge. | | |

|Fosters collaboration. | | |

|Mastery-oriented feedback. | | |

|Facilitates/scaffolds coping skills. | | |

|Develops self-assessment and reflection. | | |

|Highlights critical features. | | |

|Provides signals and prompts. | | |

|Activates background knowledge. | | |

|Supports memory and transfer. | | |

|Variable controls for mouse, touch, auditory or other input/control. | | |

|Assistive technology can be connected to tool use/features enabling access. | | |

|Enhances capacity for monitoring progress. | | |

ARRANGE IT UDL Strategies

|Grouping for Activity-Check (√) One |

|Large Group | |Small Group | |

|Instructional Strategies Used – |Flexible Participation Strategies |

|Check (√) All That Apply to Steps of the Activity | |

| |Flexible Curriculum | |

|Exploratory Play | |

|Strategies Features: |Yes (√) |No (√) |

|Provides multiple examples. | | |

|Highlights critical features. | | |

|Provides verbal, visual, and tactile input. | | |

|In a print-rich environment, includes pictures (or real life objects) with labels; labels in Braille| | |

|for children who are blind. | | |

|Uses multiple media and formats such as online resources, videos, podcasts, PowerPoint | | |

|presentations, manipulatives, and e-books. | | |

|Supports background context. | | |

|Clarifies concepts to ensure understanding. | | |

|ARRANGE IT Multiple Means of Action and |Ensure that children have a variety of formats for responding and demonstrating what they know, |

|Expression: |and a variety of formats for expressing ideas, feelings, and preferences. Children have options in|

| |their use of materials to address individual strengths, preferences, and abilities. |

|Strategies Feature/s: |Yes (√) |No (√) |

|Allows children to express themselves: verbally; using drawing, signs, or pictures; constructing or | | |

|performing. | | |

|Allows flexible models of skilled performance and opportunities for demonstrating skills. | | |

|Provides opportunities for practice with support. | | |

|Provides ongoing, relevant feedback. | | |

|Uses communication boards with a variety of pictures enabling children to express wants, needs, and | | |

|preferences. | | |

|ARRANGE IT Multiple Means of Engagement: |Ensure that various opportunities exist for arousing the attention, curiosity, and motivation of |

| |children, addressing a wide range of interests, preferences, and learning styles. Levels of |

| |scaffolding, repetition, and appropriate challenges then maintain engagement to ensure successful |

| |learning. |

|Strategies Feature/s: |Yes (√) |No (√) |

|Flexible grouping—Conducts whole-class introductory discussions of content big ideas followed by | | |

|small group or paired work. Student groups may be coached from within or by the teacher to complete | | |

|assigned tasks. | | |

|Allows children to choose from limited array of options (learning context, curriculum content, | | |

|tools, materials, supplies, characters, rewards, etc.)—maintain balance between teacher-selected and| | |

|child-selected activities and materials. | | |

|Engages children with information through singing, music, movement, or dance. Vary tasks within | | |

|instruction. | | |

|Scaffolds learning, supply hands-on materials, and access children’s background knowledge. | | |

|Uses communication boards who have limited language or disabilities. | | |

|With explicit instruction in social communication, provides prompts or scripts will help children | | |

|develop social communication skills. | | |

|Provides adjustable levels of challenge. | | |

|Pairs a peer with strong social skills with another student to model appropriate communication. | | |

|Materials with visual, textual, and auditory appeal. | | |

|Emphasizes critical and creative thinking. | | |

CHECK IT UDL METHODS

|Check (√) the assessment methods used: |

|Permanent Products |

|Systematic Observation |

|Curriculum-Based Measures |

| |

| |

|Drawings, paintings, writing samples |

| |

|Anecdotal observations |

| |

|Paper and pencil tests |

| |

| |

|Printable Web-accessible worksheets |

| |

|Checklists and inventories |

|Family-Reported Measures |

|Flexible Participation Strategies |

| |

| |

|Audio and video recordings |

| |

|Event recording |

| |

|On-line surveys |

| |

|Flexible Curriculum |

| |

| |

|Digital images |

| |

|Time sampling |

| |

|Take home questionnaires |

| |

|Flexible Use of Assistance-Peer or Adult |

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| |

|Screenshots |

| |

|Other (list): |

| |

| |

|E-mail communications |

| |

|Flexible Skill Sequence |

| |

| |

|Interactive whiteboard pages |

| |

| |

| |

|Other (list): |

| |

| |

|Flexible Rules |

| |

| |

| |

|Other (list): |

| |

| |

| |

| |

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| |

| |

Source: Meadan, H., Blum, C., & Parette, H. P. (2013). CHECK IT: Assessment and evaluation in technology-supported early childhood classrooms). In H. P. Parette & C. Blum, Instructional technology in early childhood: Teaching in the digital age (pp. 73-94). Baltimore: Brookes.

Parette, H. P., & Blum. C. (in press). Using ‘flexible participation’ to include young children with disabilities in technology-supported, universally-designed preschool activities. Teaching Exceptional Children.

|CHECK IT Multiple Means of Representation: |Ensure that instruction, questions, expectations, and learning opportunities exist in |

| |various formats and at different levels of complexity, addressing a range of ability levels |

| |and needs. |

|Methods Characteristics: |Yes (√) |No (√) |

|Presentation ‘format’ of assessment is varied: written products, visual products, audio products, | | |

|performance products. | | |

|Read-aloud (text-to-speech) for students having difficulty with reading. | | |

|CHECK IT Multiple Means of Action and |Ensure that children have a variety of formats for responding and demonstrating what they |

|Expression: |know, and a variety of formats for expressing ideas, feelings, and preferences. Children |

| |have options in their use of materials to address individual strengths, preferences, and |

| |abilities. |

|Methods Characteristics: |Yes (√) |No (√) |

|Demonstration, matching, choosing/pointing. | | |

|Electronic portfolio or multimedia product. | | |

|Mark in book, oral responses, audio-recorded responses, demonstrations, experiments, how-to sessions.| | |

|Recording of performance, movies, digital portfolios. | | |

|Switch responses, scribe, dictation, oral presentations, interviews. | | |

|Write a song, rap, or poem; use manipulatives; construct a game. | | |

|Create diagrams, scrapbooks, collages. | | |

|Create blogs, e-journals, PowerPoint presentations, slide shows. | | |

|Create posters, pictures, cartoons, illustrations, models, diagrams, exhibits, dioramas. | | |

|Use software to create graphic organizers (e.g., Kidspiration), illustrations, posters. | | |

|Demonstrate understanding through role playing, skits, real-world problem-solving, music, drama, | | |

|creative play, dance. | | |

|CHECK IT Multiple Means of Engagement: |Ensure that various opportunities exist for arousing the attention, curiosity, and |

| |motivation of children, addressing a wide range of interests, preferences, and learning |

| |styles. Levels of scaffolding, repetition, and appropriate challenges then maintain |

| |engagement to ensure successful learning. |

|Methods Characteristics: |Yes (√) |No (√) |

|Students choose assessment method that maximizes strengths and learning modalities. | | |

|Students have choice regarding content of assessment to focus on their areas of interest. | | |

|Students share their learning with others. | | |

|Feedback on performance is provided that is individualized, specific, and given in a format that is | | |

|accessible. | | |

|Assessment is at appropriate instructional level for each student. | | |

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