Universal Design for Learning Solutions .doc

Predict Use this planning table to consider the barriers that students may experience to learning the material given your planned instructional method e.g. group discussion, or lecture and materials e.g. textbook, website, handouts . Probe predictable student barriers beyond the surface. “Not motivated to learn” is not an adequate barrier to facilitate solutions. Probing for underlying learning barriers e.g. limited background knowledge, little experience with independent learning starts the process to develop UDL solutions. Frontload Once the barriers have been identified, you can consider ways to front load your lesson so that all students will benefit. See the general examples on page three. Know your resources to support your identification of solutions e.g. team members, websites, digital materials shared at your school or across county . Plan Create your own plan for your specific lesson or unit. The goal is to plan a lesson that will require little addition of modifications or accommodations for specific student needs because your lesson will have been prepared at the outset to be accessible to the vast majority of learners. Collaborate This planning sheet is also helpful as a way to collaborate with your team on lesson planning, documenting everyone’s input. If there are team members who are not present at planning, such as a paraeducators, this sheet can help that person by giving an overview of the purpose of the lesson and the various ways that have been prepared for students to access the information. Bring the UDL design process into your group planning to more effectively predict barriers and match those to potential UDL solutions. Recognize that some learners with very significant learning challenges require consultation and support from specialists e.g. special education teachers, assistive technology specialists, therapists . Bring their consultation into the planning process. Teams supporting specific students who require more