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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 |
| |
| |
|Screenshots |
| |
|Other (list): |
| |
| |
|E-mail communications |
| |
|Flexible Skill Sequence |
| |
| |
|Interactive whiteboard pages |
| |
| |
| |
|Other (list): |
| |
| |
|Flexible Rules |
| |
| |
| |
|Other (list): |
| |
| |
| |
| |
| |
| |
| |
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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