Features of UDL Access

In the….

Curriculum Design Curriculum Learning

Assessment, Learning Implementation Environment
plan, Resources Lesson Plans

Representation

R1. Represent the same information through different modalities by

❏ Varying size of text/image and amount of speech
❏ Including text and image captions
❏ Using physical objects and models to teach abstract concepts

R2. Clarify language (vocabulary, syntax and structure) and symbols by

❏ Breaking down complex words and symbols
❏ Illustrating key concepts non-linguistically through multiple media formats
❏ Supporting vocabulary and unfamiliar references in a text in student’s first language

R3. Integrate different means of comprehension by

❏ Providing or activating background knowledge
❏ Highlighting and explicitly cueing attention to critical information and key ideas
❏ Providing a range of multiple examples and counterexamples
❏ Scaffolding new information into sequential chunks with detailed prompts and highlighting connections to familiar
ideas, contexts, analogies and metaphors

Action and Expression

A1. Consider physical action needs by

❏ Varying the requirements for rate, timing, speed, and range of fine motor action
❏ Offering options to work with materials by hand, voice, touchscreen or adapted keyboard (e.g., alternatives to pen
and pencil or mouse control)
❏ Planning for a variety of sitting, standing and movement during a single time period

A2. Provide flexible opportunities for demonstrating understanding by

❏ Integrating multiple tools for composition (e.g.., spell checker, text-to-speech, calculator, sentence starter,s concept
map, etc.)
❏ Incorporating multiple product types (e.g., text, speech, illustration, design, models, film, music, visual arts,
storyboards, etc.)
❏ Providing authentic problems (e.g., unique problems outside the initial instructional set to promote generalization
 and transfer) that can be solved using various approaches
❏ Providing skill practice and ongoing, relevant feedback that aims to gradually decrease scaffolds

A3. Promote goal setting, strategy development and organization by

❏ Posting and revisiting clear, student-accessible goals (content, skill or cognitive load
❏ Creating a plan with short term goals and checkpoints (e.g., stop and think, think alouds, etc.) that visually monitors
progress toward goal
❏ Providing organizational tools like graphic organizers, prompts for categorization, checklists, guided notes, etc.

Engagement

E1. Engage student interest by

❏ Strategically offering choice in how the objective can be reached, in the learning context ( e.g., study carrel vs.
open classroom, student use headphones, etc.) and in the tools or supports available
❏ Interacting with information and activities that are age and ability appropriate, personalized and contextualized to
students’ lives, culturally responsive and socially relevant
❏ Creating a welcoming and supportive learning space that varies the level of novelty, risk, sensory stimulation and
social demands

E2. Persevere and stay motivated by

❏ Heightening and revisiting salience of goals and objectives
❏ Providing adjustable levels of challenge: (e.g., range of materials at different reading difficulties)
❏ Emphasize process, effort and improvement in meeting standards as an alternative to external evaluation or
competition
❏ Use cooperative learning groups or peer tutoring with scaffolded roles and responsibilities

E3. Opportunities to self-monitor and self-manage by

❏ Using checklists or rubrics that focus on self-regulation goals like reducing outbursts in response to frustration or
increasing time on-task given distractions
❏ Providing differentiated models, scaffolds and feedback on managing frustration, seeking support and reframing
personal judgements about challenges (e.g., “How can I improve in math?” v. “I am not good in math.”)