Ryan (Gracie) Crum

SPED 440 Wed. 4:20-7

2/15/23
UDL Classroom

Link: https://floorplanner.com/projects/135884580/editor
Grade Level: 2nd grade
Legend:
 LD = student with a learning disability
 ADHD = student with attention deficit hyperactivity disorder
 VI = student with a visual impairment
 GI = student in the gifted program
 WC = student in a wheelchair
 EL = student who is learning English
 GE = student in the general education program
 Narrative
While creating my UDL classroom, I tried to place students in the most accessible and

appropriate place that would be conducive to their learning. I began by placing the student in the

wheelchair at the first desk after entering the classroom for ease of access without having to

navigate around the classroom or in-between desks. I placed the student with a visual impairment

at the front and center most desk for closer viewing of the whiteboard. I tried to place all students

with ADHD in proximity to the front of the classroom and/or teachers and facing away from the

windows, reading nook, and kidney table to reduce distractions. Because the students with

ADHD are facing the door, I included a curtain on the door (as well as curtains on the windows)

to reduce distractions as needed. I also tried to place all students with learning disabilities in

proximity to the front of the classroom for ease of viewing the whiteboard and proximity to the

teachers for questions and further explanation of course material. I placed all of the students

learning English in groups with students in either the general education program or the gifted

program. My goal in doing this was to increase exposure to typically-developing English for the

students learning English and encourage language-learning and cross-sharing of cultures through

conversation, group activities, etc. I also placed both students in the general education program

and students in the gifted program beside/around students with learning disabilities, ADHD, and

physical disabilities to encourage sharing of culture, sharing of knowledge, sharing of assistance

when needed, bonding, peer-tutoring, relationship-building, etc. I have also included the curtains,

exit sign (large-print), fire extinguisher, and clear pathway between the projector table and

charging station as considerations of safety. (My Floorplanner would not allow me to type in the

exact dimensions of my classroom, but I manually tried to get it as close to 30 feet x 30 feet as

possible. It is about 30 feet and 1 inch x 30 feet and 1 inch).

 In creating my classroom, I designed my bulletin boards to represent diverse cultures and

backgrounds. On bulletin board 1 (behind the teachers’ desks), I have included a large world

map. On this map, I would include print-outs of information about different regions based on

where my students are from. I might include information about the region’s history, customs,

languages/dialects, traditional foods, celebrations/holidays, geography, etc. I could research a

different region every month or so and update the bulletin board accordingly. For example, I

might start with information about a country in the Middle East, then change that out with

information about a country in South America, Africa, Asia, Europe, and so on. I think that this

would help me expand my own world and cultural knowledge, as well as my students’. On

bulletin board 2 (beside the kidney table), I would include facts and photos about authors from

diverse cultural backgrounds, particularly authors who have written stories that are in our

classroom reading center. For example, I recently saw a speech-language pathologist post about

the children’s story “Tomorrow is New Year’s Day: Seollal, a Korean Celebration of Lunar New

Year,” written and illustrated by author Aram Kim. I would include that story in my classroom

library and on the bulletin board include autobiographical facts and a photo of author Aram Kim

(her website includes information and photos that I might use: About Aram Kim). This is just

one particular example, but I could change out the bulletin board throughout the school year as I

expand the classroom library to represent authors from a variety of cultures. Lastly, on bulletin

board 3 (between the door and storage closet), I would include representation of my individual

students. I would want my students to have a hand in creating this bulletin board, so I might have

them draw a picture of a personal story/memory, their families, their favorite foods, holidays,

pets, etc. (Colorín Colorado, Welcoming Students' Language and Culture). I think that this

activity would be a hands-on way to share culture and represent my students in the classroom.
 In my classroom, I have also included examples of adaptive learning materials/equipment

for students with disabilities. I have included an adjustable-height desk for my student in a

wheelchair to provide more comfortable positioning and allow for movement of the wheelchair

as needed. For my students with ADHD, I have provided exercise ball chairs to allow for body

movement versus just stationary sitting during lessons and classwork. As mentioned before,

curtains are also provided for both the windows and doors for reducing outside distractions. For

one of my students with a learning disability, I have included an iPad with access to text-to-

speech software and headphones. This resource is beneficial for a student who might have

dyslexia or have trouble decoding while reading (Young & MacCormack, AT for Students with

Learning Disabilities). I have also included a laptop computer and headphones for my student

with a visual impairment. This gives the student access to read aloud stories, alt text, screen

reading, etc. I have also included large-print resources in the classroom, such as books in the

reading center and signs in the classroom.

References

Burgstahler, S. Disabilities, Opportunities, Internetworking, and Technology. Equal access:

Universal design of physical spaces. Washington.

https://www.washington.edu/doit/equal-access-universal-design-physical-spaces

Colorín Colorado. How to create a welcoming classroom environment for ELLs.

https://www.colorincolorado.org/article/how-create-welcoming-classroom-environment

Horan, K. S. (2021, September 30). 10 essential classroom accommodations for ADHD.

Psychology Today.
 https://www.psychologytoday.com/us/blog/the-reality-gen-z/202109/10-essential-

classroom-accommodations-adhd?amp

Kim, A. Aram Kim author/illustrator/designer. Aram Kim. https://www.aramkim.com/about

National Disability Authority: Centre for Excellence in Universal Design. What is universal

design: The 7 principles. Universal Design.ie. https://universaldesign.ie/What-is-

Universal-Design/The-7-Principles/#p7

Young, G. & MacCormack, J. Assistive technology for students with learning disabilities. LD at

School. https://www.ldatschool.ca/assistive-technology/