A visual that provides students with the time remaining before a transition., When to use: , Showing the amount of time left before a transition , Tips: , Keep the timer placed where the student can see, so that they can keep track of how much time is left. For some students you may need to place the timer where they can see it, but cannot reach it. , How to use: , Show the student the timer. Set the timer for the desired amount of time and explain this to the student. Tell the student what will happen when the time is up. Occasionally, remind the student how much time is left and what will happen when time is up. This may sound like, “Five minutes until art is over, then we will clean up.” It may be important to provide your student more frequent…, Variations: , Silent timers that use lights or vibrations to signal time are an alternative for students sensitive to noise or with hearing impairments. Allow the student to help you set the timer to begin supporting independence when setting and using timers.
Type: Resource General
A visual reference to help students understand appropriate voice levels in different settings., When to use: , Use to regulate voice level. , How to use: , Introduce the student to the voice meter visual. Demonstrate and practice talking in the volume of each assigned voice level (ex. whisper, normal talking voice, playground voice, etc.). I n the classroom or when going to a new environment, show the student the meter and remind him of the appropriate voice level for the setting. Use the visual to redirect the student if their voice level does…, Variations: , Utilize a voice meter visual as a tool for management of voice levels of the entire class.
Type: Resource General
Signals a period in which the student must wait., When to use: , Use in situations where the student must wait in line, must wait for an item, or must wait for an activity. Use to teach turn-taking skills during games, shared play, or class activities. , How to use: , Present the card along with a verbal direction such as “Wait”, or “You are waiting”. When the student no longer needs to wait, remove the card and tell the student “Good job waiting. Now you may…..” Teaching Using a Wait Card Start by selecting a preferred item or activity that you will use to teach the student the skill of waiting (e.g.- a game in which turns are taken or a toy that can only be…, Tip: , Use when the student is not able to access an item immediately. “Yes, you may use the computer, but you need to wait 5 minutes” (or “wait until reading is over” or “wait until Jose is finished”).
Type: Resource General
A visual daily check-in., When to use: , Use at the beginning of the school day- as students enter the classroom or at opening circle. Use when a student asks about the location of a peer or staff member., How to use:, Decide if only students or students and staff will be represented. Have students move their own picture from “home” to “school”. Communicate with students about who is at home and who is at school., Tip: , Incorporate a song to go along with this tool.
Type: Resource General
In this course, you will get a basic overview of the UDL framework, including its structure, curricular components, and the research behind it. You will understand the alignment between the three brain networks for learning and the three UDL guiding principles. This course is the first of five modules in which you will explore a teacher’s journey through several days of professional learning and…
Type: Learning Opportunity
The Universal Design for Learning (UDL) Professional Development Series consists of five online courses, developed and intended to be completed in sequential order.
Type: Learning Opportunity Series
In this course, you will gain an in-depth understanding of the UDL principle of Multiple Means of Engagement and the associated checkpoints. Through scenarios, examples, and activities, you will explore sample lesson plans and apply your understanding of how and when to utilize the UDL strategies associated with this principle. This course is the third of five modules in which you will explore a…
Type: Learning Opportunity
In this course, you will take a deep dive into the UDL principle of Multiple Means of Representation and the associated checkpoints. Through scenarios, examples, and activities, you will explore sample lesson plans and apply your understanding of how and when to utilize the UDL strategies associated with this principle. This course is the fourth of five modules in which you will explore a teacher…
Type: Learning Opportunity
In this course, you will take a deep dive into the UDL principle of Multiple Means of Action and Expression and the associated checkpoints. Through scenarios, examples, and activities, you will explore sample lesson plans and apply your understanding of how and when to utilize the UDL strategies associated with this principle. This course is the fifth of five modules in which you will explore a…
Type: Learning Opportunity
In most professional preparation programs, evaluation professionals take a single course about evaluating individuals in low-incidence disability populations. Typically, a single semester will provide only an introduction to students with sensory impairments, multiple disabilities, and intellectual disabilities. In such a timeframe, only surface-level information is covered, and the emphasis is…
Type: Learning Opportunity
