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UDL to Solve Problem

UDL to Solve Problem

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UDL to Solve Problem

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  1. UDL to Solve Problem Amy Flach SPED 644 March 12, 2014

  2. General Class Description • Ben is a 3rd grader in the Adaptive Learning Support classroom. There are 12 students in the classroom with varying disabilities. The classroom has one teacher, one para-educator, and two additional adult assistants. Students receive core subject instruction in this classroom, but are included in the general education classroom for science, social studies and specials. Currently the classroom teacher is out on medical leave and there is a long term substitute.

  3. Current Problem Challenge Barriers Phonics instruction is not at Ben’s instructional level Ben can not communicate the sounds clearly Ben can not write the words and struggles to manipulate materials. Ben’s behaviors are escalating because he is not engaged during instruction. Ben is a student with multiple disabilities (Intellectual Impairment, Speech Language Impairment, and Orthopedic impairment). His current challenge is phonics instruction and meeting his individual needs identified on his IEP.

  4. Problem Solved • The first step in solving Ben’s problem was to find additional staff that was available to pull Ben for his own phonics group. This is how I became involved. Ben now receives phonics instruction 3 to 4 days a week with one other child from his class. The location is either in an adjoining room, or in the hallway. • Updated Instruction is based off the informal assessments completed and his current IEP. We are focusing on identifying ending consonant sounds, medial short vowel sounds, and pre-primer sight words.

  5. Engagement Option for Recruiting Interest Ben mentioned that he loves Ray Rice. To motivate and engage Ben, we developed a football field phonics game. Ben was presented with pictures of “cvc” words on a football. If he selected the correct ending sound from a choice of 3 consonant letters, Ben was able to move his Ray Rice player down the field toward the goal. Option for self-Regulation Visual were used to help Ben self-regulate on task behaviors. “Good Work” let Ben know he was on track.

  6. Representation Options for Perception By having Ben in a small group for phonics, we were able to use materials/visuals that were enlarged and colored. Options for Language & Symbols The small group instruction addressed Ben’s needs for decoding. Ben was able to represent his learning through hands on activities and games at his level. Example of enlarged text

  7. Action & Expression Options for Physical Action Ben was not able to manipulate small chips for playing sight word Bingo. Ben was provided a bingo dabber to mark his words. Additionally, we modified one phonics activity by using magnets and a fishing rod. These eliminated the physical manipulation barriers. Options for Expressive Skills & Fluency Due to articulation needs, Ben was provided with pictures and letters so he did not need to orally respond. We were able to monitor his progress without having the articulation barrier.

  8. Reflection: Multiple Means of Representation

  9. Reflection: Multiple Means of Action & Expression

  10. Reflection: Multiple Means for Engagement