UNIVERSAL

DESIGN FOR
LEARNING

CLASSROOM
SUPPORT

h e r yl
By C ni
i
Don
The Universal Design for Learning

(Graphic courtesy of Rubin, 2021)

 Representation – The “WHAT” of Learning
 Have Daniel tested – find out what his strengths and weaknesses are
using a multidisciplinary assessment (Hutchinson, 2004)
 Does he have a learning disability?

"MY  If yes – what does Daniel need to help him be successful?

LEARNING  Perception (CAST, 2018):

o A customized display of information?

PROBLEMS o Alternatives for auditory information?

o Alternatives for visual information?
JUST WON'T  Language and Symbols (CAST, 2018):

Q U I T. " o

o
Clarification of vocabulary and symbols?
Clarification of syntax and structure?

(HUTCHINSON o Support in decoding text, mathematical notation, and symbols?

o Illustration through multiple media?

, 2 0 0 4 , P. 8 0 )  Comprehension (CAST, 2018):

o Activate or supply background knowledge if needed
o Highlight patterns, critical features, big ideas, and relationships of/between concepts
o Guide information processing and visualization of information
o Maximize transfer and generalization of information
(CAST, 2018)

“ A LT H O U G H D A N I E L
WA S C H E E R F U L ,
C O M M U N I C AT E D W E L L ,
A N D WA S R E S P O N S I V E
I N C O N V E R S AT I O N S
W I T H T E A C H E R S A N D
F E L L O W S T U D E N T S , H E
R A R E LY V O L U N T E E R E D
I N F O R M AT I O N O R
C O M M E N T S I N C L A S S
D I S C U S S I O N S . ”
( H U T C H I N S O N , 2 0 0 4 , P.
8 0 )
Representation – The “WHAT” of Learning
 If Daniel’s lack of participation is due to shyness, large group anxiety, or lack of
comprehension, then an alternative to participation in class discussions must be
found in order to gain understanding of Daniel’s comprehension
 Minimize threats and distractions (CAST, 2018):
o Vary the social demands required for learning or performance, the
perceived level of support and protection and the requirements for public
display and evaluation
 Think-Pair-Share activities
 Observation of small group discussions
 Confer with Daniel separately (1-1 explanation of understanding)
 Vary demands and resources to optimize challenge (CAST, 2018):
o Emphasize process, effort, improvement in meeting standards as
alternatives to external evaluation and competition
 Lack of comprehension (CAST, 2018):
o Continue to provide tier 1 supports
o Activate or supply background knowledge
o Highlight patterns, critical features, big ideas, and relationships
o Guide information processing and visualization
o Maximize transfer and generalization
“ D A N I E L H A D TA L K E D A B O U T H I S PA S S I O N F O R S P O RT S
S TAT I S T I C S A N D D E S C R I B E D H I S N E E D TO E AT
F R E Q U E N T LY T O K E E P H I S E N E R G Y U P … ( H U T C H I N S O N ,
2 0 0 4 , P. 8 0 )

Engagement – The “WHY” of Learning

 Recruiting interest (CAST, 2018):
o Create an inclusive and welcoming learning environment – get to know students – perhaps an “All

about Me” project or “Passion Project” where students share something they’re passionate about
o Make learning relevant – use Daniel’s interests for assignments when possible (sports statistics)

o Find out what Daniel does, and doesn’t, like to eat – connections can be established when there’s

common ground
 Engagement – The “WHY” of Learning
“ H E WA S
HE S ITANT ABOUT  Foster collaboration and community (CAST, 2018):
HIS WORK AND o Provide prompts that guide learners in when and how to
ASKED QUESTIONS
ask peers and/or teachers for help
R E G U L A R LY T O
o Encourage and support opportunities for peer interactions
SEEK ASSURANCES
T HAT HE H A D T HE and supports (e.g., peer-tutors)
RIGHT ANSWERS o Teach and engage students in “reciprocal-teaching” – this
O R WA S D O I N G would build in opportunities for Daniel to work with his
THE RIGHT TASK.” peers
(HUTCHINSON, o Implement the “ask 3 before me” strategy
2 0 0 4 , P. 8 0 )
 Engagement – The “WHY” of Learning
“ D A N I E L P U L L E D U P H I S  Recruiting interest (CAST, 2018):
C H A I R T O A W O R K D E S K
N E A R T H E D O O R B E C A U S E
o Ask Daniel for his feedback on class layout & seating
A C C E S S T O T H E R E S T O F arrangement – what would make the room more accessible
T H E R O O M WA S L I M I T E D
W I T H S O M A N Y D E S K S I N for his wheelchair (rearrange desks)
S U C H A S M A L L R O O M . H E
R A R E L Y M O V E D A M O N G  Minimize threats & distractions (CAST, 2018):
H I S F E L L O W S T U D E N T S .
T H E S T O R A G E A R E A S o Create an accepting and supportive classroom climate
W E R E T O O H I G H F O R H I M
 Create a special spot for Daniel to store his belongings
T O U S E C O M F O R T A B L Y ,
S O T H A T H E C O U L D N O T
o Vary the level of sensory stimulation
E V E N S E E I N T O T H E B I N
I N W H I C H H E S T O R E D H I S  Variation in the presence of background noise or visual stimulation, noise
' T H I N G S . ’ ” buffers,
( H U T C H I N S O N , 2 0 0 4 , P .
8 0 )  Variation in pace of work, length of work sessions, availability of breaks or
time-outs, or timing or sequence of activities
 Engagement – The “WHY” of Learning
 Promote expectations and beliefs that optimize motivation
(CAST, 2018):
o Provide prompts, reminders, guides, rubrics, checklists that focus on:
“ H E S HARED HI S
S NACK S WI TH H IS  Self-regulatory goals like following class rules
FRI E NDS EVEN THOU GH  Increasing the length of on-task orientation in the face of distractions
H E K NEW TH IS BROK E
TH E CLAS S RO OM
 Elevating the frequency of self-reflection and self-reinforcements
RULES . M ARCY HAD o Provide coaches, mentors, or agents that model the process of setting
WON DERED WH ETHER
personally appropriate goals that take into account both strengths and
T HE S NA CKS WERE A
WAY F O R D A N I E L T O weaknesses
M AI NTAI N o Support activities that encourage self-reflection and identification of
FRI ENDS H IP S .”
personal goals
( HUTCH I NS ON, 2 0 04 , P.
8 0)  Recruiting interest (CAST, 2018):
o Create an inclusive and welcoming learning environment
o Find out what Daniel does, and doesn’t, like to eat – connections
can be established when there’s common ground
 Can snack sharing be built into the weekly schedule? (i.e., every Friday)
 Engagement – The “WHY” of Learning
 Promote expectations and beliefs that optimize
motivation (CAST, 2018):
“DANIEL HAD o Provide prompts, reminders, guides, rubrics, checklists

CONTINUED TO SPEAK that focus on:

IN A LOUD AND  Self-regulatory goals like reducing the frequency of aggressive outbursts

DISRUPTIVE VOICE in response to frustration

DESPITE MARCY'S  Increasing the length of on-task orientation in the face of distractions

WA R N I N G S . ”  Elevating the frequency of self-reflection and self-reinforcements

(H U T C HI N S O N , 2 0 0 4 , P. o Provide coaches, mentors, or agents that model the

81) process of setting personally appropriate goals that take
into account both strengths and weaknesses
o Support activities that encourage self-reflection and

identification of personal goals

“ H E F R E Q U E N T LY R E Q U E S T E D WA S H R O O M B R E A K S W H I C H H E
STRETCHED INTO I0-MINUTE TOURS THROUGH THE HALLS OF
THE SCHOOL. HE LIKED TO TAKE MESSAGES TO THE OFFICE,
M AY B E B E C A U S E H E C O U L D M O V E F R E E LY I N T H E H A L L S . ”
( H U T C H I N S O N , 2 0 0 4 , P. 8 1 )

Engagement – The “WHY” of Learning

 Foster collaboration and community (CASE, 2018):
o Create school-wide programs of positive behavior support with differentiated objectives and supports

 Recruiting interest (CAST, 2018):

o Talk to Daniel about his lengthy breaks – why so long? Does he enjoy them? If so, why?
o Ask Daniel for his feedback on class layout & seating arrangement – what would make the room more accessible for his wheelchair
(rearrange desks)?

 Minimize threats & distractions (CAST, 2018):

o Create an accepting and supportive classroom climate

 Create a special spot for Daniel to store his belongings

o Vary the level of sensory stimulation

 Variation in the presence of background noise or visual stimulation, noise buffers,

 Variation in pace of work, length of work sessions, availability of breaks or time-outs, or timing or sequence of activities
 “AFTER THREE OTHER
NEW STUDENTS HAD Engagement – The “WHY” of Learning
ARRIVED ON THE FIRST
D AY O F S C H O OL , T H E  Recruiting interest (CAST, 2018):
EXTRA TABLES MADE o Ask Daniel for his feedback on class layout & seating
THE AISLES SO
arrangement – what would make the room more accessible
NARROW THAT DANIEL
for his wheelchair (rearrange desks)
COULD NOT MOVE
AROUND MUCH IN THE  Minimize threats & distractions (CAST, 2018):
CLASSROOM...
o Create an accepting and supportive classroom climate
THE CLASS COULD BE
U N R U LY A N D S E V E R A L  Create a special spot for Daniel to store his belongings

STUDENTS COULD BE o Vary the level of sensory stimulation

DISRUPTIVE.”
 Variation in the presence of background noise or visual stimulation, noise
( HU T C H I N S O N , 2 0 0 4 , P. buffers
81)
 Engagement – The “WHY” of Learning
 Heighten salience of goals and objectives (CAST, 2018):
o Set/display daily goals, in multiple ways, for expectations and work

that is to be completed – have Daniel restate goals

“DA NIEL S TARTED
W OR K W E LL E A C H D AY,
BUT S O ON LO S T
I NTERES T, S PENDI NG
LO NG PARTS OF TH E
WORK PE RI O DS
o Explicitly teach expectations, demonstrate what each goal looks like
(i.e., what is desired outcome?)
o Make goals relevant and achievable (short term)
o Use prompts or scaffolds for visualizing
o Engage learners in assessment discussions of what constitutes

TALKI NG AND excellence and generate relevant examples that connect to their cultural
S NACKI NG .” background and interests
( HUTCHI NS O N, 20 0 4, P.
8 1 )  Promote expectations and beliefs that optimize motivation
(CAST, 2018):
o Provide prompts, reminders, guides, rubrics, checklists that focus on:

 Increasing the length of on-task orientation in the face of distractions

 Foster collaboration and community (CAST, 2018):

o Discuss, as a class, what group work expectations look like (e.g.,
rubrics, norms, etc.)
 Engagement – The “WHY” of Learning
 Foster collaboration and community (CAST, 2018):
“ M ARCY HAD TRI ED o Create expectations for group work (e.g., rubrics, norms, etc.)
AS S IG NI NG A
PARTNER TO DANI EL o Encourage and support opportunities for peer interactions and
FOR TH E CURRENT supports (e.g., peer-tutors)
TH REE- WEEK o Create cooperative learning groups with clear goals, roles, and
PRO J ECT. BUT THE
PARTNER HAD BEG UN responsibilities
TO COM PLAI N THAT  Promote expectations and beliefs that optimize motivation
DANI EL LET HI M DO
ALL TH E WO RK ON (CAST, 2018):
T H E PROJ ECT WH I LE o Provide prompts, reminders, guides, rubrics, checklists that focus on:
DANI EL CH ATTED. ”
 Self-regulatory goals like reducing the frequency of chatting with
( HUTCH I NS ON , 2 0 04 ,
classmates during class time
P. 81 )
 Increasing the length of on-task orientation in the face of distractions (i.e.,
being able to contribute to partner work)
 Elevating the frequency of self-reflection and self-reinforcements
“ I H AV E G I V E N H I M S O M U C H E N C O U R A G E M E N T , B U T H E
H A S G I V E N U P Q U I C K LY W H E N E V E R T H E A C T I V I T Y H A S
B E E N L O N G O R C O M P L E X . ” ( H U T C H I N S O N , 2 0 0 4 , P. 8 1 )

Engagement – The “WHY” of Learning

 Recruiting interest (CAST, 2018):
o Set up a work-break schedule to offer variation in the length of his work sessions, use a visual timer so Daniel can manage his
time before the preferred activity
 Vary the level of novelty or risk (create routines, post schedules, frontloading of changes) – pop quizzes won’t work; needs to know ahead of
time
 Vary the level of sensory stimulation (length of work sessions) – needs a work-break routine because he starts out well and then fizzles out and
begins talking and snacking

 Optimize individual choice and autonomy (CAST, 2018):

o Involve Daniel, where and whenever possible, in setting his own personal academic and behavioral goals
o Have Daniel participate in the creation of the work-break schedule (i.e., what does he feel is a fair length of time to work?
What are his preferred activities?)
 Action & Expression – The “HOW” of Learning
 Vary the methods for response and navigation (CAST, 2018):
o Provide more time, as needed, to complete assignments

o Provide other methods of responding (i.e., speech-to-text, orally,

“ H E I S A B I T AW K WA R D
AND S LO W WI TH HI S
H ANDWRI TIN G. I HAD
ENTERTAI NED TH E
ID EA THAT H E G ETS
FATI GUED, AN D TH AT' S  Use multiple tools for construction and composition (CAST,
W H Y H E WA N T S T O G E T
OUT OF WORK .”
( HUTCH I NS ON , 2 0 04 ,
P. 82 )
computer)
o Provide alternatives for physically responding or indicating
selections (e.g., alternatives to marking with pen and pencil,
alternatives to mouse control)
2018):
o Provide Computer-Aided-Design (CAD), music notation
(writing) software, or mathematical notation software
o Provide spellcheckers, grammar checkers, word prediction
software
o Provide text-to-speech software (voice recognition), human
dictation, recording

 If he is truly getting fatigued, implement a work-break

schedule
 " W H E N I G AV E Action & Expression – The “HOW” of Learning
THE STUDENTS  Vary the methods for response and navigation (CAST, 2018):
A SURPRISE o Provide more time, as needed, to complete assignments
QUIZ, DANIEL o Provide other methods of responding (i.e., speech-to-text, orally,
DID NOT computer)
ANSWER ANY OF o Allow the use of manipulatives to communicate understanding of

THE concepts
QUESTIONS.” o Provide alternatives for physically responding or indicating selections

(HUTCHINSON, (e.g., alternatives to marking with pen and pencil, alternatives to mouse

2 0 0 4 , P. 8 2 ) control)

“HE DOES FEW OF THE
READING AND WRITING
ACTIVITIES, AND IN
THE GROUP PROJECTS,
THE OTHER STUDENTS
R A R E LY A S K H I M TO
CONTRIBUTE TO THE
ACADEMIC ASPECTS.”
( H U T C H I N S ON , 2 0 0 4 , P.
82)
Engagement – The “WHY” of Learning
 Use multiple media for communication (CAST, 2018):
o Compose in multiple media such as text, speech, drawing,
illustration, comics, storyboards, design, film, music,
dance/movement, visual art, sculpture, or video
 Foster collaboration and community (CAST, 2018):
o Involve the whole class in creating expectations for group
work (e.g., rubrics, norms, etc.)
o Encourage and support opportunities for peer interactions
and supports (e.g., peer-tutors)
o Create cooperative learning groups with clear goals, roles,
and responsibilities
 Check Check to see if your district has a mentorship program

Ask Mr. Dunbar to observe in your classroom, or team-teach a

Ask lesson, so he can get a sense of a typical day for Daniel, and make
recommendations

TEACHER Set up Set up a meeting with Daniel and his parents – discuss Daniel’s
academic and behaviour choices and the need for a plan

SUPPORT
Research cerebral palsy - learn about the other learning disabilities
Research that can occur (“My learning problems just won’t quit.”)

Continue professional development and attend workshops on

Continue supporting students with special needs
 REFERENCES:

• CAST. (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from
http://udlguidelines.cast.org

• Hutchinson, N. (2004). Teaching Exceptional Children and Adolescents: A Canadian Casebook (5 th Edition,
pp. 79-82). Pearson. Retrieved from
https://onq.queensu.ca/content/enforced/539700-CONT905006S21/Readings/Teaching%20Exceptional%20c
hildren%20%26%20adolescents.case%209.pdf

• Rubin, E. (2021). Free Webinar for February 18, 2021. (UDL Graphic). Retrieved from
https://iallt.org/webinars/free-webinar-for-february-18-2021/