Please tell us a little bit about yourself
Dear fellow educators: My name is Yvonne Domings. In addition to being a researcher and instructional designer at CAST, I am currently part of the Professional Learning Team. CAST is always interested in is stimulating discussion among educators around UDL practices, so thank you for participating in a very interesting discussion about the UDL guidelines on this blog.
We are interested in learning how you found (and decided to comment on) this blog. Please feel free to post a comment letting us know:
- Was this blog something you, as an educator, came upon in your research on UDL as a framework for improving your instructional practice?
- Were you directed to come and comment as part of an assignment for a course or professional development workshop?
For more interesting discussions about UDL, check out UDL Connect, a community on the National Center for UDL where people are talking about a variety of topics about UDL.
Thank you in advance for your feedback on this.
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You’ll notice that we’ve intentionally labeled these guidelines as Version 1.0 with the hope that you will contribute suggestions and we will be able to revise and vastly improve the guidelines in future “editions.”
We’ve set up the blog so you can comment on each of the guidelines separately but perhaps you have comments to share on the guidelines as a whole. Here is a place for you to do that.
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Some questions to provoke your thinking and that we would very much like to hear from you about…
Which of the guidelines are relatively easy to apply to your lesson planning, instructional materials, or teaching practices? Which ones do you find particularly challenging to apply? For the ones that are difficult to apply, what would help you?
Are any of the guidelines more important to you than the others? Why?
Are there web-based curricular materials or lessons you feel are good examples of the application of the 3 UDL principles? Which ones?
Do you have examples to add to any of our guidelines?
Have you shared the guidelines with others? If so, in what context? What was the reaction?
We look forward to hearing from you!
Universal Design for Learning Guidelines - Version 1.0 
Thank you for writing such a great article. It helped me a lot and I love the subject.
Hi everyone! My name is Kelley McKenna, and I am in the Master’s program at UNC for Early Childhood Special Education. I am in my 6th year as a teacher, the first three years I taught in 2nd grade, and the most current three I teach 1st grade! I am participating in this discussion for an assignment for one of my classes. The three Universal Design for Learning principles are engagement, representation, and action and expression. When creating the ways to provide multiple means of representation, I found myself thinking outside the “box” that I so often feel trapped in. While curriculum is fabulous, and has numerous advantages for students and teachers, it often leaves me feeling like my creativity is stifled. One area I looked at was defining vocabulary and symbols (2.1). My ideas were to create a CORE words poster with daily vocabulary symbols; introduce and have students use a frayer model with new vocabulary word; teaching vocabulary words using the evidence based practice of Marzano’s Six Step Vocabulary Instruction; and lastly, provide more opportunities throughout the week for students to engage in activities using the new words, such as “Vocabulary Four Square,” “Memory/matching game,” Pictionary, and Vocabulary Bingo.
The next UDL idea I wanted to discuss links to the 5.2 Provide appropriate tools for composition and problem solving. Some ideas to assist my students in problem-solving are to assign a classroom job as a “teacher assistant.” In addition, idea maps, strategy maps, and pro/pro charts are new ways for students to show their thinking and come to a final conclusion.
Lastly, I chose 7.1 Increase Individual Choice and Autonomy. I chose this topic because I believe it is an area for growth for me as an educator. Some ideas to increase autonomy for students is to create Self-Assessment type activities for students to critique their completed assignments. This gives students the power to be editors and own their thinking. Another activity is to have students show their understanding of a unit by creating a project. We do this in 1st grade, but not usually in a literacy unit. That is going to be something I plan to adapt in the next few weeks. A third activity to increase individual choice is for both the teacher and students record directions and responses. This allows students to record their task completion and move on to the next assignment without waiting for a teacher to check their work
How can UDL be applied to EC/ECSE curriculum and/or instruction?
As I looked through the UDL website I found every resource applicable to my preschool classroom. There are many ideas for differentiating to the needs of the students in my classroom. Each student is different, especially students in a special education classroom. It’s so important to differentiate to fit the needs of each student. I also found it helpful that UDL discusses the importance of children having autonomy over things like progress monitoring and engaging with materials. While this may look different in a preschool classroom, I definitely still think it applies to young learners because we can provide them with the ability to reflect on how they’ve done on something.
How can UDL be applied to your own classroom or teaching?
UDL can be applied to my own classroom because these tools have great ideas for many different areas in my classroom. I like that UD:l has many different ideas to reach different types of learners.
Teachers can effectively help/teach a varied set of learners by using UDL in EC/ECSEconcepts.
Providing choices, rotating activities and ensuring that they are age-appropriate, linking to kids’ real lives, having a welcoming and supportive classroom, and incorporating all students in whole-class conversations and discussions are all ways to engage children. Giving children individualized support in various ways, like adding in sign language, visual support, presenting info in various ways, verbal and visual prompts support, etc.
UDL can be applied to my own teaching to help encourages a child’s inherent desire to study and helps their overall growth. Also by reminding me that each child learns differently, and is an individual, so I need to create ways to help make sure I meet them at their level to increase engagement and learning. This will make sure I am giving every child the support they need and they all have equal opportunity to grow and learn.
I thought the UDL resources were helpful as well. I think resources like the UDL website are great for educators because they provide reminders for educators in a simple way. Lots of the ideas on the UDL website are things that we as educators already know, but having the UDL website helped me to think of ways that I can improve my classroom. Thanks for sharing!
My name is Lexi and I am a 3rd year doctoral student in counselor education and supervision. I am participating in this discussion as part of a class assignment on early childhood special education, which I am taking in connection with my play therapy emphasis area. So while I do not teach in a classroom, I do interact with young children in a play therapy context. I also teach counselors-in-training at a graduate level, and so am thinking of how to apply UDL to what appears the widest spectrum of students- early childhood to graduate students.
UDL can be applied to EC/ECSE curriculum in a wide variety of ways and to a wide variety of students. Creativity and forethought are necessary parts of implementing UDL strategies. Presenting information in a variety of ways is one way to implement in an EC classroom. In addition, giving students autonomy can be another helpful strategy, which may be less naturally thought of in this age group. Choice can be so powerful for all children (and humans!) and can help foster positive experiences with learning. In early childhood, this positive foundation is essential for ongoing learning, and believing that each individual student can and wants to learn.
UDL can be applied to my own teaching in a variety of ways. I primarily teach in graduate classes at this point, and so the applications may look different from an early childhood setting. I think using the tools available on PowerPoint to use the dictation function while presenting and lecturing will be an ongoing tool. This can help to present materials in a variety of ways (verbally and visually). I think additionally, designing PowerPoints with some of those same strategies in mind, especially for those who are visually impaired. Making sure my slides are readable and useful by a wide variety of students is essential. Finally, presenting material in a wide variety of ways is helpful for all learners. This could include a lecture, a video, a class activity, small group discussion, and more. Including greater choice could also be an element of UDL I integrate into my teaching. Perhaps instead of only a paper options, students could instead complete a video or other kind of creative avenue to demonstrate knowledge.
Hi everyone,
I am a student at the University of Northern Colorado. I am in the graduate program for Early Childhood Special Education. I am posting to the discussion board for an assignment for one of my classes. I am currently teaching in an early intervention preschool program as an ECSE. UDL is so important because it focuses on the importance of making teaching and learning accessible to all learners, regardless of their ability level. As a special education teacher, I believe that it is so important to address the barriers that my students may face. As their teacher it is my job to ensure that they have access to the general education curriculum and to find ways to optimize the way I teach in order to help them learn. UDL focuses on providing multiples means of engagement, representation, and action and expression. Engagement focuses on the “why” of learning, representation focuses on the “what” of learning, action and expression focuses on the “how” of learning. UDL can be applied to ECSE curriculum by engaging students through providing choices, varying activities and making sure that they are age appropriate, connecting to students real lives, creating an accepting and supportive classroom, and involving all students in whole class discussions. In the area of representation, it is important to provide information in different ways such as visual, auditory, and touch. In the area of action and expression, it is important to provide a variety of ways that students can navigate the learning environment.
UDL can be applied to my own classroom in a variety of ways. First, it is important to create an accepting and supportive classroom. I focus on this every day, but it is my main focus at the beginning of the school year. I want all of my students to know that they are loved and cared for, and that we treat each other nicely in our class. Next, I hold morning meeting every day before circle and ask a question of the day, which each student answers. This is an important part of engagement in my classroom. Representation is applied through a visual schedule on the board, so that all students can see the schedule and know what is coming next in our day. I also provide information in different ways, such as songs, visuals, and touch, such as sandpaper letters at the literacy center. In the area of action and expression, I allow students to respond in different ways such as pointing or using visuals. This is especially important for children who have a speech language delay. Overall, the UDL guidelines are implemented in different ways in my classroom throughout the school day.
Hi Amanda,
I appreciated reading your post. I really enjoyed the aspect you discussed of the “what” and “how” of learning. That concept really breaks down the concepts associated with learning, and especially when thinking about UDL. I also love what you say about choices, which could be overlooked in this age group entirely. There are so many things young children cannot choose to do, so offering choice when possible can be so empowering. In play therapy, we discuss creating the most permissive environment possible that still maintains physical and emotional safety for the child and the therapist. Limits are certainly still set, but this idea of permissiveness and choice are dominant in the play therapy room. This kind of belief can be, at least in part, brought into the classroom to enhance engagement in early childhood classrooms. Thank you for your post!
Lexi
Happy Monday All! My name is Mandy and I am currently in a Master’s program at UNC for Early Childhood Special Education. I am participating in this discussion for an assignment for my class. Universal Design for Learning (UDL) can be applied to EC/ECSE curriculum and/or instruction in somany different ways. Which is exactly the point of UDL. It’s about flexibility and individual support and growth.
We need to be flexible with every aspect of our teaching and learning. We need to think outside the box when it is necessary. We need to think of individual students and their needs. I think about the students I work with and how different they each are. UDL makes what we do possible. It gives ideas and suggestions on how we can be better teachers, how we can build better learning environments and how we can approach children in different ways. No matter what kind of learner a child is, there are strategies that we can implement, so that child can be successful. Any child at any age can get the individualized instruction and support they need. Checkpoint 1.2 is about alternatives to auditory information. It makes suggestions for using visuals and tactile learning opportunities. It recommends sign language as a means of communication and teaching. It is a great reminder that children learn differently. And we need to be ready to support them where they are.
The UDL website has an overwhelming amount of information and suggestions. I have started using it for some of my students. I think about a student and where he is at now. Ithink about his next steps, what goals I want for him. Then I do a little research on the UDL website. I am very interested in learning how to help him engage in the classroom and with things/toys/tools. I need to find what he likes and use that to help him engage. I need to develop activities that gain his interest. I need to figure out how to gain his attention and keep it, to minimize distractions. Then I work and develop ideas and activities for him. Then I start the process over with a different student. The possibilities are endless.
Hi Mandy,
I completely agree that we need to think outside the box. I enjoyed this assignment because it allowed me to do just that! UDL does provide ideas and strategies to make learning accessible to all students. I like that you focused on Checkpoint 1.2. Sign language would benefit all students, but is necessary to some. I agree it would be a useful tool to teach in our classrooms! I focused on 2.1, 5.2, and 7.1. Basically, the ideas that connect all of these guidelines are to create lessons and activities that encourage and support all different students and types of learners. Thanks!
Hi everyone,
My name is Paris. I am currently working towards a Masters in ESCE and have been teaching preschool aged children for the last 7 years. I am participating in this discussion for a class in my program and am grateful for the opportunity to reflect on UDL practices and learn from you all as well. As we strive to become an increasingly inclusive education system that celebrates and supports all students in their learning, implementing UDL into curriculum and instruction is a necessary and important tool. UDL supports the individual while emphasizing the importance of the participation in the whole community as well. It focuses on creating learning spaces that are conducive to varying abilities and ways of learning while also understanding the importance of all students feeling like they are contributing, influential, accepted, and celebrated members of a classroom community. In order to achieve this, UDL offers three main principles to follow – providing multiple means of representation, providing multiple means of action and expression, and providing multiple means of engagement. These principles act as guidelines to support educators in implementing UDL into their daily instruction. These principles allow for them to be used in a daily routine, a natural moment, an intervention, the designing of the classroom environment, or a structured activity. These ideas should be intertwined throughout the curriculum and the daily moments in the classroom. They should be adapted into one’s pedagogy so that it becomes a natural aspect of your teaching – to create environments and experiences that are supportive of varying individuals and that facilitate participation in the classroom community.
When I think about applying UDL to my own classroom and pedagogy, it reminds me of how intentional educators are and should be – about their space, their materials, their instruction, and their responses. Students deserve intentionality from teachers and UDL emphasizes that. In my current school, there is a large emphasis on natural exploration and autonomy. I have a few children with special needs and a lot of English language learners that my thoughts went to. Ensuring that they have access to the materials that other children can access and that they have equal opportunity and representation in the space is something that feels continuous to me. It requires a constant state of observation, reflection, and intentionality. I am grateful for the opportunity to continue to learn from the children in my class and to continue to deepen my understanding of UDL. I have appreciated reading the posts in this forum – thank you all for sharing your thoughts.
Hi Paris,
I like how you described the three main principles of UDL and where they can be implemented. It’s important to remember that interventions do not only take place in a school setting, but can also occur in a home setting or another intervention site. I agree that educators must be intentional about their space, materials, and instruction. This way it ensures that these things are accessible to all students, regardless of their ability level. The whole purpose of UDL is to improve and optimize teaching and learning for all. When I set up my classroom, I made sure that there was enough room for all students to move around easily, and that all materials were accessible for all children. My shelves are pretty low so all of my students can access materials, whether they are 3 or 5. When planning lessons, I keep in mind all students and add in accommodations when needed. For example, I have a few nonverbal students who will point to visuals to answer a question or chose which center they want to go to. It is important that all students are included in every aspect of teaching and learning. I like how you stated that teaching requires a constant state of observation, reflection, and intentionality. This couldn’t be more true! I enjoyed reading your post!
~Amanda
Hello all! My name is Emily and I am currently in a Master’s program studying Early Childhood Special Education at the University of Northern Colorado. I am participating in this discussion for an assignment for my course, but also to learn more about what people, outside of my program, think about UDL. Throughout our program, universal design is talked about a lot – as it should be! I love how there is more light brought to UDL to ensure that all people, no matter their circumstances, are given the opportunity to learn in any environment. With this, students are given multiple means of engagement, representation, and action and expression as shown by these guidelines.
When thinking about how UDL can be applied to an EC/ECSE curriculum, I immediately think about individualized needs as suggested by an IEP. Once needs are known, a teacher is best able to create UDL’s to meet them exactly where they are at. At the same time, this can be challenging as a teacher has multiple students. To determine these needs, it is important to observe the child. After several observations, it will be known what their needs are. Students also need choices and an opportunity to make independent decisions. The choice aspect is a part of UDL and can be supported by the engagement or action/expression section. Additionally, students should be able to connect what they are learning to personal experience and background knowledge. Early childhood is a time of extreme growth. Here, several connections are made to the past in order to learn something new.
UDL can be applied in my own classroom. I work in a special needs classroom. Often, people underestimate my students abilities. However, with UDL, students are given equal opportunities using a variety of teaching methods. This is where they succeed just like their peers! For instance, currently, our classroom is working on communication. All of my students are at varying stages in acquiring language. We use a LAMP board for some students, and switches for others. Here, customizing and alternatives are given to support their individual needs. Also, students are given various methods to respond so that they are able to participate. All over our classroom, there are visuals, words, and pictures. Students also use a visual schedule to help guide them through their day. With these adaptions, students are better able to understand what is expected of them and how they can be autonomous despite their disability. Ultimately, UDL is meeting student’s individual needs and finding a variety of methods to do so!
Hello Emily,
I really enjoyed reading your post about UDL’s. One thing you said that stood out to me was that it came to light that UDL ensures that all people, no matter their circumstances, are given the opportunity to learn in any environment. This is important because it supports having inclusive classrooms. It helps provide resources to teachers to embed resources and support to meet the needs of all students. Those with disabilities and those without. I also think they are important because we have different students with different disabilities and different needs but it allows teachers the resources to meet all their needs.
Cheryl Yarwood for reference on post below
Since we work in a classroom of children with a diverse development levels including those with delays or disabilities, UDL can provide us with clear guidelines that help us develop methods of teaching by providing the multiple means of Representation, Action and Expression and Engagement. In an EC/ECSE classroom these guidelines can help us define how we present a flexible and variable curriculum. Although we have curriculum that is specified, we can deviate with choices to accommodate learners individually, as they are not all the same and they do not all learn the same. Curricula must present information in ways that are understood by all students. It is highly ineffective and difficult when information is presented in formats that is not understood by some students. The effort and support needed for those students to learn from just one mean, would be frustrating for the student and teacher. Providing information on a study in a lesson plan can be varied by nature, visual, receptive, auditory and tactile (kinesthetic) to accommodate those who may have disabilities that create barriers to learn just one way. With these guidelines, we can have a road map to effective teaching and meaningful learning for each child rather than a “one size fits all” way of teaching a subject or skill. It can be used as a so called “road map” to our lessons and how we configure them. The UDL gives us ideas and resources to call on.
UDL can be applied in any classroom. As I stated above, we all have curriculum to follow, but with the UDL guidelines and resources, I can learn to embed them in the curriculum without changing the objectives. During a lesson I can provide the same information in a variety of ways. Using pictures, print and verbal representations of the subject lesson; it all portrays the same information just delivered in a different way. When talking in large group about a subject, I can add slideshows with pictures and sound, real life pieces (maybe objects that are in the lesson) along with means for children to have conversations with visuals to present with pictures of parts of the lesson such as pictures of bugs for them to hold up when asked what their favorite bug is for a nonverbal child or an actual plastic toy bug for those children who have vison impairments to hold, touch and feel.
Hello, my name is Chantelle, and I am working towards my Master’s in Early Childhood Special Education at the University of Northern Colorado. This post is for an assignment for one of my classes and how UDL’s can be applied to EC. ECSE curriculum and instruction. I am also currently an ECSE for my school district where I provide early interventions for 3-5 years old. So, learning about UDL’s has really been inspiring.
There are many ways to apply UDL’s into EC/ECSE curriculum and instructions. One way that is important is it allows teachers to break lessons down for a wide range of diversity. It’s a way to break down barriers for students no matter what their needs maybe. When looking through the guidelines on the UDL one thing that kept standing out to me was engagement. UDL’s help to form an environment where a teacher you can take one lesson plan and make it engaging for all learners, because there isn’t a one size that fits all to learning. Some of our students are visually impaired or hearing impaired. Using the UDL you can adapt the lesson for their individual needs instead of making a student adapt to meet our needs.
I can use UDL in my own teaching in many ways. I am currently working in 3 different schools providing services to my students. When I go into the classroom the teacher already has their lesson plans for the week. I embed my services into their lessons, I also help to make sure that their lesson fits the needs of all the students on my caseload. I provide visuals, sign language and other resources to my students who are deaf and hard of hearing. That way they can be a part of the lesson. I also use a lot of scaffolding when I am working with students and supporting their needs in the general education classroom. My program is based on Social Emotional learning. When I am in the classroom, I do a lot of modeling and teaching calming down techniques. Checklist 9.2 is about coping strategies; this is something that I use all the time. Teaching down calming strategies, modeling, discussing emotions. Teaching all students about tucker turtle, using the cozy corner, self-talk and making sure that for students who need sensory input have access to it. Having all the coping materials throughout the whole classroom and making sure it’s accessible to everyone based on their needs.
Hi Chantelle!
I also provide services to special needs children in the 3-5 age group. I enjoyed reading your post and hearing your ideas about how UDL can be applied in the environment that you work in. You wrote that “UDL will adapt to individual needs, versus making students adapt to our needs”. You are so right! We must learn about our students individual needs to ensure they are set up for success. This is NOT a one size fits all and everyone learns at different rates. Aside from learning, students may have barriers that impede their learning. Understanding and using UDL is extremely helpful to not let these be “barriers”, rather something they can overcome and still learn with.
Your job seems super interesting and applicable to using UDL! I love that you are able to adapt the lesson plans that are already set to make sure that all students needs are met. I know that a lot of general education teachers struggle to meet the needs of all of their students as there are too many individualized needs for one person to meet. Your role is extremely beneficial and I feel like should be used in every district. I love that you have a particular caseload to focus on and that you are able to provide appropriate materials and methods to assist them. Scaffolding lessons is another component to UDL that you mentioned. I find that modeling is extremely helpful for most students as they need to first see what is expected of them. This connects to the multiple means of expression component. Teaching coping strategies is also very important in the work that I do. Because a lot of my students do not know how to communicate, they often show this in behavior. I also see a lot of frustration as sometimes we do not understand what they are trying to communicate with us. We use a cozy corner, “safe hands” booklets, and modeling to help calm them down. However, one coping method will work for one student, while it doesn’t work for the other. You’re right, having all coping methods accessible is key to meeting their individualized needs.
I appreciate you sharing your thoughts and learning about how you use UDL within your own job in early childhood!
Hello, I’m Katelyn, a grad student attending UNCO, working towards my Early Childhood Special Education certification. This post is part of an assignment for one of my classes about how UDL can be applied in an EC/ECSE curriculum.
One of the biggest things about UDL that can be applied to EC/ECSE curriculum is the scaffolding and differentiation which was discussed in Section II. My school uses Teaching Strategies Gold (TSG) along with Colorado Academic Standards to guide instruction, observe, and assess students. TSG has a range of development for students based upon what is typical for their age. This goes from birth to age 8 (I believe). This allows me to look at where a child should be compared to where they are. Then using that information, I can scaffold skills to help build on where they currently are. This works for students who are falling behind developmentally and students who are advanced. This is also appropriate for both typical students and students with special needs. Scaffolding helps to ensure instruction is meeting the students where they are at instead of trying to make students meet the curriculum. Differentiation is essential to all ECE classrooms, not just ECSE classrooms. Often times the ECE classroom is a student’s first exposure to school and all students come into school with a very different knowledge base and ability levels, whether they are typically developing or a student with special needs. Additionally, most students have different strengths and areas of growth. This makes it essential to differentiate curriculum in order to meet the needs of all students in a way that is meaningful and appropriate to the individual.
UDL can be applied to my own classroom in the ways I mentioned above, but additionally, utilizing multiple means for engagement, which was mentioned in section III. One of the things that was mentioned was providing many ways to increase individual choice and autonomy. This means that students have some say in their learning experiences. Although my classroom utilizes a theme-based curriculum, there is some flexibility within to allow the children to add their own thoughts or ideas into what we are learning. During choice time (centers/free play) all of my centers build on skills I have intentionally taught in small group. This way they are allowed to choose what skills to work on and I do it in a way that they don’t know they are actually really working hard, to them it’s just playing! This allows children to be more motivated to participate and engage in their learning.
This also leads to providing background knowledge for students to ensure they are prepared for the challenges of school. In my classroom, we always do a KWL, what We already know, what we want to learn, and what we learned. We refer back to that chart during and after our unit. This helps me to know what they already know and how I can make the most impact on their learning. One example that always sticks with me, was when we were doing a unit on insects, I brought in a container of worms and only had one student out of 29 students that knew that it was called a worm. All the other students said it was a snake or they said they didn’t know. I just assumed they would all know a worm, but when it really came down to it, they really didn’t know what it was! This really highlighted the importance of understanding what students really know and exploring ways to provide background information. However, I have to say that in the ECE classroom, this does not just apply to academic skills, but also social and emotional skills, providing behavioral expectations is important for students to be successful! We can’t just assume we know what students know about social and emotional expectations, so we need to find out what students know and provide the background expectations for that as well.
Hi Katelyn, Thank you for your post. I have observed teachers using KWL charts during lessons, and I believe it is an effective way to activate background knowledge and allow students to guide their own learning by asking what we want to learn. I work in a kindergarten classroom, and we use the Wonders curriculum. The curriculum provides an opportunity for the students to ask or write an inquiring question. Today, for example, the lesson was about the sun and the planets. They read and wrote about the sun and the plants. Then, each student wrote an inquiring question. They shared their questions with the class, and the teacher research a few questions. The whole class was engaged and eager to learn the answers to the questions.
Hi, my name is Diane. I am a graduate student at UNC studying Early Childhood Special Education. My post is part of an assignment where we are to discuss how UDL can be applied to EC/ECSE curriculum and/or instruction and how we can incorporate some of the best practices into our classroom or teaching?
UDL can be applied when starting a lesson and getting children engaged, when sharing information and giving directions and when children show their understanding. In an EC/ECSE classroom, when recruiting children’s interests, teachers can build on their knowledge of the student by choosing activities and materials that intrigue the learner. UDL best practices can be applied when teaching a lesson by communicating in multiple ways. The information can be presented verbally, using pictures or videos, or by using an object. UDL best practices can also be applied when giving directions. Teachers can verbally explain the task while modeling and break the task into discrete steps and provide a visual list of the steps for children who need more support. Lastly, UDL best practices can be incorporated when a child expresses their understanding. Some children might point to show their response while others might use words or draw a picture.
I am an Educational Assistant in a kindergarten class. Currently, UDL best practices are applied to our day-to-day activities in many ways. For example, we use Wonder’s curriculum. The lesson begins with an inquiring question the children can ponder. The teacher engages the students by asking questions that spark excitement and curiosity. Next, she provides multiple ways to represent the information. She will explain ideas verbally, provide images or objects, and share videos. When discussing a vocabulary word, she shares vocabulary cards with pictures.
We could incorporate UDL more effectively in how the children express understanding. Each student has a workbook with questions about the lesson. Currently, the class brainstorms possible answers then the teacher models a response by writing the response on the board. The students copy the teacher. However, we could incorporate choice by creating a list of possible answers and allowing students to respond at different levels. Some students could respond by writing one word, others by writing a sentence or making a connection and writing two sentences.
Diane, the use of visuals is such an essential part of UDL and an EC/ECSE classroom, so I’m glad you brought it up. I think that this can also build up another part of UDL that I wrote about in my post, which is helping students build autonomy. Teaching students how to effectively use visuals will increase autonomy along with encouraging students to communicate in multiple ways.
Hi Diane,
Your post was so interesting to me as I’m fairly unfamiliar with the curriculum that your school uses – it sounds so interesting and reflective. I appreciate how your teaching team incorporates moments of accessibility in the learning by offering verbal and visual directions and ways to engage. I thought that you comment and reflections on how to incorporate more choice and autonomy were so important! It’s such a major piece of UDL and I was glad to see other teachers reflecting on and thinking about their own pedagogies and how to continuously make it more inclusive and accessible – I know that’s where my thoughts took me! Thank you for your post!
Paris
UDL can be applied with any age group and within any type of learning community. Developing and providing services through the lens of UDL ensures federal law, local regulations, and recommended practices are met. Additionally, applying UDL in an early educational environment supports the development of the whole child and fosters their intrinsic motivation to learn. In EC/ECSE, the principles of engagements, such as checkpoint 7.1 Optimize individual choice and autonomy or 9.1 Guide personal goal-setting and expectations, can be utilized when fostering relationships with family members. Incorporating choice and creating outcomes based on routine needs are invaluable to the IFSP/ IEP development process. Multiple means of representation is essential during the evaluation process for EC/ECSE professionals. Especially for our bilingual students who are learning English.
Within my own practice, I find the UDL graphic organizer very user friendly and it helps make the components of UDL more accessible. I would like to grow my practice in creating high quality opportunities for action and expression. I am not familiar with assistive technologies and that is a barrier for my students. Optimizing access to tools and tech is essential. CAST makes a great point that students need support in using the tool not just access to the tool itself.
Hi Hannah, I think providing choice and autonomy to improve engagement can be achieved in an early childhood classroom. Last week I observed a play-based preschool. Each center provided opportunities for children to learn. The children were engaged. They moved from center to center. And at each center, there was a variety of activities and materials at varying levels. For example, at the art center, some children were drawing simple images while others were incorporating words. As the children explored, the teacher moved around the classroom and spent time with each child. She asked open-ended questions that followed the child’s interests and stretched their knowledge and understanding.
Hi Hannah, I think the UDL, along with providing the imperative areas that you have focused on in stating “ensures federal law, local regulations, and recommended practices are met.” also supports and insures best practice. I feel like it gives us a foundational diagram on how to implement all of that without error or lack of an important component. It can create somewhat of a checklist for us.
I believe the familiarity of assistive technology is always a growth area as they are constantly changing and improving. Along with that, these technology devices are no often used on a regular basis, so it is a learning experience whenever they are introduced to us by a specialist for the child. I feel that same way, I have some experience but it is always new to me depending on how it is recommended for use in our everyday routines within the classroom.
I am currently an ECI in an inclusive 3-5 year old school district preschool program. I am a certified/licensed K-8 teacher with a special education endorsement. I am working now on adding the early childhood special education endorsement to my teaching license.
How can UDL be applied to EC/ECSE curriculum and/or instruction? The UDL Guidelines appeared to be more specific for older students. However, they can be adapted to early childhood education. Each area of the UDL Guidelines represented MULTIPLE WAYS to enhance instruction. Differentiation/scaffolding/activating background or prior knowledge/visuals/using the correct tools and understanding the needs of your students can be applied for every age level.
How can UDL be applied to your own classroom or teaching? I believe that I look at each child as an individual and work on creating ways to have each of them engage/respond at their developmental level. However, after studying the UDL Guidelines I am going to delve deeper into how I am responding to each child’s individual needs. I do scaffold expectations for all my students. Example: after snack time students practice writing their name. Some students can just write their name, some need their name tag to look at, some need to just trace their letters, some need hand over hand instruction, and others don’t respond to their name so we work on ways for them to respond to their name being said.
Hello Dawn,
I agree with what you were saying about the UDL guidelines seeming to be more fit for older students. However, I do think you can easily come up with ideas to make them useful with early childhood as well. I think lots of the ideas enhance the instruction in a classroom. It seems like you definitely use the UDL guidelines in your classroom based off of what you said about the name writing practice your kids do. Allowing children different options of how they complete something is the only way you are going to have success for all children. Not everyone is on the same level even if they are in the same grade.
-Abby Anderson
I think you both make great points, that many of the suggestions are geared to older kiddos. But we know that those of us in Early Childhood are very good at being creative. We are skilled in making things work for our kiddos and for us. We can think outside the box and try something different and have great success with it. I think the the UDL has many starting points. We can problem solve with our teams and come up with some great ideas. ~ Mandy Hagerman
1.How can UDL be applied to EC/ECSE curriculum and/or instruction?
One way UDL can be applied to an EC/ECSE classroom is through scaffolding. After reviewing these guidelines one of the first things that came to my mind was scaffolding for young children. Different types and degrees of scaffolding can be a huge tool for young children. I also noticed that part of UDL is prioritizing the effort and process for children. I think this is very important for young children, this increases confidence, teaches perseverance and also allows for autonomy.
This is something I will do in my own classroom more. Currently, I work in a gen ed young preschool room but try to apply UDL and different strategies as if I were working in an ECSE classroom. I think these principles are very important to implement for all children, not for only children with disabilities.
Megan,
I’m glad that you mentioned that part of UDL is prioritizing the effort and process for children. This is a daily discussion in our class. Do we want a “product to show the parents” or do we want them to see the “process” for how we get there? And if we are going to show them the process: how do we do that? A struggle in our classroom is art….parents want to see a “cute product art project”, but the process is so much more important! One way that I have found to do this effectively is to take multiple pics of the child working through the project and sharing the pics. I’d love to hear how others are sharing the process with the parents.
Hello Everyone!
I am currently working towards my Master’s in ECSE at the University of Northern Colorado. I am looking forward to utilizing this page in the present as a paraprofessional and as a teacher in the future!
The UDL can definitely be applied to EC/ECSE curriculums and/or instructions in many ways. Young children learn and are receptive to instruction in very diverse ways and UDL helps all of these students. Some students may be visual, some may need you to sing your directives. Early childhood classrooms have children who typically have specific interests and strong desires for independence, so utilizing UDL will help them stay engaged.
I am currently a paraprofessional in a ECSE classroom with students ranging from 3-5 years old. I am lucky enough to see the UDL being applied by my current teacher, and I am learning a great deal of ways to provide visuals and other means for representation, action and expression, and engagement. We have many ways in which we utilize visuals, auditories for representation. I think that our classroom right now and my classroom in the future could be challenged to find more means in regards to action and expression and engagement. We have some children who are non-verbal or have very limited communication that I feel we could find more ways to help them communicate. I also feel as though the means of engagement could be increased, as our students always all complete the same projects and don’t have much autonomy. In the future when I am a teacher I would love for my students to have various means of expressing what they are learning as well as the topics based on their interests.
Hey Kelli,
It is great that you have already observed UDL principles in the classroom you are currently in. I also think you make a good point about engagement and autonomy. Student work shouldn’t all come out looking the same! Especially if teachers are wanting to hit apply UDL checkpoints within multiple means of action and expression. In primary classrooms it is more about process than product.
Hi Kelli,
i enjoyed reading your post and think you have many great points. I definitely agree with you that all students have varied needs and will be receptive to different learning techniques.
I think that providing more means for your students to express themselves is a great idea! in what ways would you provide students with autonomy in regard to projects? I would also like to do this in my own classroom I am just unsure how I would do this while meeting curriculum guidelines.
Kelli,
I really enjoyed that you talked about some students need you to sing to them. This is something that I have learned with a student who has Autism. When I did her observation and asked her to do something she wouldn’t. One day I was singing to myself directions of what I was doing and looked over and she was following my directions.
After looking into the UDL website I really liked how it offered suggestions for multiple types of visuals for communication. Supporting students who are non-verbal, deaf or have a speech delay UDL’s offer great insight and direction for teachers to add into the learning environment and the lesson plans.
I believe that UDL can be applied to the EC/ECSE curriculum by using the different ideas that are listed as a way to help keep students engaged. Sometimes a specific student may need extra attention to be able to be successful in the general education classroom and the teacher can use UDL ideas as a way to make that happen. For example, a child who struggles writing or typing, the teacher can allow talk to text technology to help them complete their work. In my own classroom I can use UDL ideas to help think of ways to help students who may be struggling. One of my students is easily distracted so I decided, based on UDL, to create a quiet corner for this child to complete their work. It is away from other students and is less distracting than it can be at her own desk. This is now a personal strategy she can use in my room to help herself get her work done.
Hi Abigail,
Thank you for sharing the way in which you utilize UDL in your own classroom. I especially like how you expressed that you provide different means of communication for the student who struggles with writing or typing. I also really appreciate that you were able to recognize that your student’s inability to work was not because of lack of desire, but because of her surroundings. Is she able to communicate to you when she needs to go to the quiet corner or is she able to just go their herself? Either way, I think that is a great way to develop personal coping skills and strategies.
Hey Abigail,
Great job providing a responsive environment and creating a quiet space for your student. I implemented flexible seating and included quiet zones with headphones as a option. It is open to all students but I think it could be a more permeant strategy/ space if a student needed it. It can be tricky to find what exactly a student needs to stay engaged and complete work. I had a student a few years ago who resisted any type of writing. It took me half way through the year to figure out they would write if I gave them green gel pens to use! I didn’t even know about UDL checkpoint 4.1: Vary the methods for response and navigation. I am appreciative of the UDL graphic on CAST and how accessible the information is. Now I can more quickly and effectively create inclusive environments.
Abigail, A quiet corner is a fantastic strategy that UDL provides us. Giving a child a place with inset supports (corner, cozy, with defined activity space clear implied boundaries) to minimize distractions. UDL also provides guidance in implementing the routine areas in such a way to help minimize distractions in activity areas, providing a space for 1 or 2 children to work on activities that are teacher led where distractions make it difficult to work for the child. I feel like your focus on that will be so beneficial in helping the child be successful.
Hi! My name is Joli and I am completing this post as an assignment for my ECSE course. I have found a lot of truly valuable information here, so thank you!
How can UDL be applied to EC/ECSE curriculum and/or instruction?
The ways I can use this in ECSE are numerous. With an end goal in mind, I can assess my students for prior knowledge and also have a chance to see where their abilities and capabilities lie. Using that prior knowledge and that initial knowledge of my students as my baseline, I not only am able to refer back to the standards to guide my instruction, but also rely on assessment results to create challenging subject matter and change the way that I teach in order to meet their needs and reflect on my practice purposefully. Scaffolding, purposeful grouping, and providing comprehensible instruction in the target language allow me to make learning fun, relevant and useful to my students.
How can UDL be applied to your own classroom or teaching?
Currently, I am a CLD teacher at Northridge High School. One of the primary focuses for the teachers I work with is to provide opportunities for learning and access for ALL students. I think this idea is also applicable to ECSE. Because UDL is already a major part of the planning I do, I do not see this an a major adjustment for ECSE. I just know that the needs of students in my classroom may change as I switch roles. I see this as an opportunity to merge the knowledge that I already have of UDL and CLD students with the new knowledge I am acquiring as I gain it in these ECSE courses.
Hello, I found this website/blog through an assignment with The University of Northern Colorado. As I worked through the UDL’s I found that an area that I really haven’t thought much about in regards to my preschool students is checkpoint 9.3 develop self assessment and reflection. But as I read through the UDL guidelines and descriptions I can see ways that I might possibly provide students opportunities to self assess, using picture cue cards. It sometimes feels like it is just one more thing to add to the list though. I have students in my room for a little less than 3 hours and there is a lot to accomplish in that time and it can be overwhelming. But the ultimate goal is to provide the best learning and growth opportunities both academically and social emotionally that I can. So this is an area that I hope to be able to improve on.
Celeste,
I agree that having students for such a short amount of time can be a challenge and I also feel like sometimes it’s just one more thing to add to the list. I think that adding a self reflection would be great for my students but I would probably only do it about once a week if time allows. There are also other UDL guidelines that would be great to implement into the classroom but again I think to myself, where will I have the time to do it. Hopefully we both can figure out have to improve on implementing more of these things into our routines.
Kristina
My name is Krysten Guse and I am currently pursuing my ECSE MA through the University of Northern Colorado. Most of my experience is in the Early Childhood Preschool setting ages 3-5 and challenging behavior is my passion. UDL can and must be applied in the EC/ECSE curriculum along with instruction because UDL benefits all learners, typically developing as well as students with a disability. One reason UDL is vital in the education setting is due to the fact that students learn in different ways and UDL allows for differentiation to be implemented in order to meet the needs of all students. It is also important to note that UDL allows for many activities in order to meet the interests of all students and we all know that if a student is interested and engaged, they will be more motivated to learn.
Classroom community is one area in which UDL is a great resource. It allows all students to have the ability to work together in a variety of ways including academically and social-emotionally. By creating these opportunities through classroom design and learning activities it allows students at all levels to take control of learning and discover new things together which will solidify the classroom community and allow students to grow together as a class. Additionally, UDL allows students to take control of their own learning through goal setting, visuals, and increased independence using student interest as the foundation.
UDL is applied in my own classroom in many capacities but to name a few, facilitating individual and classroom goal setting, providing many a and providing many options visual options to promote understanding of language specifically for English Language Learners and providing choices for students to demonstrate their learning. These sections are discussed below in more detail.
Section 1-Provide Multiple Means of Representation
2.4 Promote Cross-Linguistic Understanding: This section discusses the importance of providing many accessible options for students in order to promote understanding across languages. This is especially important for English Language learners and students who use sign language. One idea that I have used in the past is to provide visual instructions that include a picture along with written words in English and Spanish (Spanish was the primary language of most of many of my students at the time). One specific example was using the visual schedule and during each transition I would be sure to use the English word and the Spanish word when discussing what we had completed and what would happen next. This was also a great way for other professionals in my classroom who did not speak Spanish to have a tool to help them remember the words so they were able to communicate with the child as well. One important aspect to note is the tool is not just for promoting understanding across languages for the student but for the professionals working with the student as well in order to promote a positive classroom community.
Section 2-Provide Multiple Means for Action and Expression
6.1 Guide Effective Goal Setting-This section discusses the idea that students are not born knowing how to set and achieve goals. One of the responsibilities we have in the Early Childhood Setting is to guide children on the goal setting/achieving process. One way I do this is to begin with large motor skills such as catching a ball. In the small group setting we discuss what it means to have a goal and we allow the student to generate their own large-motor goal and if support is needed, we have several visuals/videos available for them to choose from. We then create a classroom poster that highlights each student with their photo on one side and the visual of their goal on the other side. Once the goal is “completed” we discuss how long it took to reach that goal or if the goal may need to be adjusted. We then move to a classroom goal that is simple but requires everyone to do their part such as “We will walk outside, in line without talking on our way to the playground for one week.” This allows the students to begin to gain the understanding that goals can be individual or group.
Section 3-Provide Multiple Means for Engagement
7.1 Increase Individual Choice and Autonomy-This section highlights the idea that each student learns in their own way and while we may not have a choice in the learning objective itself, we can offer students choices on how they demonstrate their knowledge of the objective along with choice in the supports we provide in order for that student to achieve the required objective. It is important to note that when a student is offered choices, they demonstrate increased independence and connection to what they are learning. One way I implement choice in my classroom is by offering students a choice in the way we will complete an activity. One simple example of this is to allow children to decide how they will demonstrate knowledge of patterns in my classroom. They can choose if they want to show me a physical pattern (stomp-clap-stomp-clap), a visual pattern using items from the classroom (book-pencil-book-pencil) or a pattern they draw using markers or any art medium.
Krysten
I too am in the Early Childhood Special Education Master’s/Endorsement program at the University of Northern Colorado. We are currently examining curricula, and currently exploring Universal Design for Learning. After looking at the various parts of this resource, it is clear that it was designed with equity in mind. Employing the strategies listed in the different categories means the practitioner/caregiver, etc. must really know and understand the individual learner and their individual needs.
I work at a Project-Based Learning school and when we design projects for students, we are looking for the optimal level of engagement and connection for students to the real world. This is proven, through scientific research, as well as our practice in our school, to help students of all levels relate, commit, and grow as learners and citizens.
UDL can be applied to the EC/ECSE curriculum and instruction as it can for any learner, by meeting the child where they are. Designing learning experiences that are relevant to them and have purpose to individuals will help them engage and more likely access true learning. I teach ECSE and I am always looking for ways to engage the students to make the whole group learning time purposeful for them. Now that the year is underway and I see their interests more, I can see what kinds of tools/toys/experiences are going to help them connect. My class is very interested in drumming lately. I will bring in various drums and books on drums this week.
Since early learners come in with such diverse backgrounds, and it may be their first school experience, it is especially important that teachers offer many different ways of teaching so students can experience what works best for them. EC teachers could also provide a mode for many other grade levels, exploring the best means of presentation for each individual student. This is something I’m always working on. I talk too much and I have seen how much visual presentation means to so many learners, especially those who struggle with attention or regulation expectations. This resource offers guidance about how to reach children with different disabilities and instructional strategies, as well as technology that can help students engage when the delivery method doesn’t match their learning needs, and reminders about how to differentiate instruction. For myself, I am reminded that gestures, visual models, and photos are helpful tools for EC students.
Offering students multiple ways to express themselves and interact with the learning environment is important, as well. Considering learners’ motor planning, communication comforts, and organizational skills while planning learning experiences will determine how well a student learns. Since EC is a child’s earliest schooling, their association with school could come down to how well they could interact with the actual environment. Over the years, I have started the school year with less and less out so we can essentially “build” the space together based on student needs. It took me a little bit to get used to this as a Kindergarten teacher because I think there is often the perception that many bright colors and activities and posters makes a Kindergarten class engaging, but I’ve read many things reporting that too much stimulation can actually be detrimental. I like to think about the students developing what is part of their environment and hopefully connecting to it more personally and accessing it more purposefully.
Hi Sara,
I agree with you one hundred percent! In order to provide the best learning for our students we need to take the time to understand them. Through that understanding we can build and design experiences that enhance their learning in ways that are most effective for them. Planning and designing those learning experiences with multiple learning styles in mind can be tricky but so rewarding for the students and as a teacher.
I also start out the year with only a little materials available in the classroom, and each month we build on a theme and add to the classroom. I’m also trying to incorporate more family projects this year so that the families can be involved in adding to our classroom while not being able to come into the classroom due to covid. I’m really excited to see how this aspect adds a new dimension to the classroom.
Keep up the good work! I’m sure that your students are very lucky to have you for a teacher!
Hi Sarah!
I just red something else earlier this week about building learning spaces me environments together. I have always been a supporter of the idea that teachers and students create these “safe spaces” or “learning communities” together. I really think it allows students to be more invested and interested in the space in which they spend so much time. I have also learned that there are so many benefits to handing over some of the control of the environment and learning experience. Every group of new students in august becomes such an interesting and beloved group of students who have grown in a setting they have helped to create. I just love that idea!!
Hello,
My name is Kendra Miller and I am currently attending UNC pursuing my ECSE MA. I teach preschool and love it. The Universal Design for Learning (UDL) guidelines are encouraging when focusing on what the variety of need presented within a classroom. Many valuable techniques and strategies are built in for specific needs of the students. Teachers will be able to address the needs of students with delay/ disability or typically developing.
When applying UDL to EC/ECSE curriculum and instruction age does not matter. Focus on what the needs of the students are within the classroom. Inclusive early childhood classrooms have the ability to include students with and without disabilities to work together inside of a classroom setting. The UDL allows teachers to create a learning environment where students can be supported through a variety of activities that are preferred by the student. UDL classroom community allows each student to play a special role in their learning and learning from one another. When there are students supporting each other and working together to figure out new information it creates comradery. Growing together creates opportunities for students to have conflict and resolution. Not everyone will always agree, and together find a way to agree to disagree or even resolve a tough situation. Each student has their own goals and struggles to work on. Helping students see what skills are applied in a specific learning activity encourages them to focus on their own understanding. By applying prior knowledge and creating new goals, it allows for transparency for students to understand that they comprehending and absorbing the new material. Each classroom and grade level can do this in a supportive way to help students feel cared for to offer successful experiences. Having students with a hearing disability requires a different types of learning strategies which appear different, but it is what those students need. Visuals picture cues and Sign Language are both components that offer communication and leaning to occur. Through building their language skills, they are able to grow within their community and academically as well. UDL offers many more strategies to create a successful learning experience and environment for students.
For my classroom, applying the UDL is exciting. I currently have students in my classroom who are hard of hearing, and students with low expressive language. Sign Language and visuals give them the ability to be independent and included in our classroom with peers without language barriers. Signs are taught as needed to be able to give them the words for their needs and wants. I also love the ability it gives every student to play and learn with all of their friends. At school everyone is a friend and sometimes we help our friends learn by leading and other times we help them learn by using our words. Conflict resolution is a main piece of focus at the beginning of the year. Practicing how to be a good friend and share or learning how to get a turn is a part of our classroom community connecting and becoming stronger. There are many needs inside of my classroom, UDL offers a multitude of helpful options to support every students individual needs.
Kristina, I appreciate the way you focus on the community and UDL. Since the strategies are helpful for all learners, a teacher can use them universally in the classroom and all students have access INSIDE the classroom. Student collaboration is a powerful tool that can enhance engagement, allows for varieties of presentation, and can help many different students express themselves in many different circumstances. Thanks for bringing this up. UDL guidelines offer many tools to help inclusion work!
Hello Everyone! My name is Ashley Phelps, and I am currently a student in the University of Northern Colorado ECSE Master’s Program. I have worked in Preschool for three years as a paraprofessional and I am now in my fourth year and have my own classroom as a lead ECSE teacher. I love that we have brought our discussion for our course Curriculum and Instruction in Early Childhood Special Education to the “outside world”. This is a great opportunity to use different methods of communication, open our thoughts and ideas with a broader spectrum of individuals, and gain access to new resources and tools that can benefit our instruction in the classroom. This discussion allows us to dive deeper into the overarching methods of instruction. The Universal Design for Learning Guidelines resource provided multiple tools and strategies to implement in our classroom when looking at three key concepts: engagement, representation, and action and expression. These checkpoints are broken down to provide opportunities to think outside of the box and gain a better understanding of our students and their behaviors. This assignment ultimately opened new doors, as I now have additional resources, implementation methods, differentiation methods, and a clearer outlook on specific aspects that should be a part of our everyday instruction.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
Universal Design for Learning is used to promote participation and access in the classroom. Some of the ways in which this method can be successful is through designing a classroom learning environment which addresses the range of abilities and needs for all children. For students to stay engaged, they must personally feel as though their goals are being incorporated, they have a voice to respond, and emotionally have someone to help them when they are challenged. UDL can be applied in a variety of ways depending on the specific needs of your students in the classroom. Differentiation is often key when supporting this overarching concept. Our ability to cater instruction to best benefit each student and their learning abilities is essential for growth, independence, self-management skills, achieving goals, and taking ownership of the work they are presenting in the classroom. One checkpoint that resonated most with me is under Section 1: Engagement “Checkpoint 9.2 “Facilitate personal coping skills and strategies.” I believe every child in some way or another benefits from instruction/curriculum that implements tools and strategies to help with coping and self-regulation skills. This is often a factor in which I recognize immediately in an all-inclusive classroom as my own. While students with special needs often do not have the tools or communication skills to express how they are feeling, they often show this through their behaviors. In regard to other students in the classroom, many struggle with this skill when dealing with past experiences, trauma, new interactions with students, and environments. That is why I believe this checkpoint is essential in the implementation of UDL, as it can benefit each and every student in the classroom.
How can UDL be applied to your own classroom or teaching?
As stated previously, working in an all-inclusive classroom opens opportunities for UDL on a daily basis. As all students possess different learning needs and abilities, I am able to find ways which promote the growth of my students. During a lesson or when addressing specific curriculum, I can deliver the information in a variety of ways. For example, I can use verbal instruction, visual instruction, auditory instruction, or provide additional resources when needed to help students best understand the concept being taught. Three components that I think are essential in the process of implementing UDL in my classroom are goals, feedback, and praise. I believe children thrive the most when they know their voice is being heard, they are making growth, their challenges diminish, and they know someone is proud of their work ethic. My thoughts were supported by Section 2: Representation-Checkpoint 1.3 “Offer alternatives for visual information.” I feel as though the more tools and strategies you have under your belt the more opportunities you will have to promote a positive learning environment for your students and their specific learning abilities. I am looking forward to taking these new resources and instructional methods into my classroom to help benefit my students and their educational journey.
Hello, I am replying to this post for an assignment. I am a student at UNC getting my master’s in ECSE. This week we are learning about UDL and it’s reasoning for being in the classroom. Although not all the UDL components apply to an early childhood setting, there are numerous ways you can incorporate diverse learning in your classroom.
Some takeaways I have about UDL from this week is that it’s not a one size fits all technique. You will still have to modify the strategies and ideas in order to fit the needs of your particular group of students. For example, I work in an inclusive classroom that is multi-aged and about half of them are ELLs. A strategy I use one year might not exactly work the next year with a different set of students but it is great framework to be able to differentiate your lessons.
I really enjoy the concepts that revolved around language. I think that is the area I will use more with having so many ELLs and occasionally having non-verbal students as well. Using visual cues is key to success for those types of students. Also, teaching explicitly the vocabulary they will need in order to be successful. If the students have the vocabulary in both languages, they are more likely to understand and retain the information.
Hi Alyssa,
Looking through the UDL tools shows many tools that can be adapted for Preschool, there are a few that are tricky to put with littles though. You mentioned you have many ELL student’s this year. You also mentioned that every year the group changes and so does the strategies that work.
Do you have favorites that you default to in the beginning of the year that typically have good results for many children? Visual cue cards?
Explicitly teaching the vocabulary is a key thing with many of the students we serve as well. So important to start with the building blocks before we launch into content.
One of our favorites teaching postional words is
“Twinkle, twinkle little star above my head is where you are. ”
… Between my knees is where you are.
… Behind my back is where you are.
… Below my chin is where you are.
Each student gets a star on a straw and it’s like a magic wand; they LOVE it!
Kendra Miller
Hey,
great points on ways to use UDL concepts to meet the needs of learners that are nonverbal, it so important to make sure these students are not being overlooked and have the means to be successful in the classroom as well!
Hi, my name is Heidi Van Soest and I am currently a master’s student in Early Childhood Special Education at the University of Northern Colorado. I am posting on this as part of an assignment for my Curriculum and Instruction in Early Childhood Special Education class.
The Universal Design for Learning is an approach to teaching designed to meet the needs of every student in a classroom setting. There is not a one size fits all approach to teaching. What I am learning about the Universal Design for Learning is that it takes a lot of thought and planning. A teacher must think about each individual student’s needs and how that student learns best.
In a classroom teachers can use print on the walls, pictures, graphs, and charts. Pictures can be used for toy bins so students know what toy goes where and drawn outlines can be used so students can match the toy or bin to the outline. Different types of chairs can be used, cozy corners, a quiet area, art area, block area, etc can be set up.
When a teacher is teaching a lesson pictures, words, and real life representations can be used for students to look at. For example, if a teacher is teaching a lesson about apples, a teacher can write the word apple, have a picture of different apples and apple trees and have several different apples for the students to look at. Students can draw apples, chart which apple they like to eat, use an apple cut in half to dip in paint and put it onto paper, weigh apples, talk about the colors of apples and write about apples.
Hi Heidi,
I like all of your ideas on different ways to explore apples. They all sound so fun!
I would agree UDL seems like it takes a lot of though and planning.
Something I am trying this year is to incorporate a lot more print on the walls. Our Creative Curriculum has lots of opportunities for teachers to write students response. I am writing students response’s down on a large piece of paper, and am hanging it in the window for parents to read. This has been a creative way to include parents in on what is happening in the classroom since they are not physically aloud into the room.
Hi Heidi,
I like the example you made about apples. I think different kinds of visuals (especially for early childhood) are great ways to supplement your students learning. That hits a lot of targets for visual learning, kinesthetic learners, and even auditory learners. I also think having a lot of visuals (like pictures of how to put blocks away for early childhood ages) can go a long way.
Hello! My name is Kristina and I am currently a student at UNC completing my masters in ECSE. This week our assignment was to learn about the UDL guidelines which I have found that be useful for all students. Not all of the guidelines work well with the younger students in early childhood but I have found several that are actually already being used in my classroom currently. Providing alternatives to auditory and visual information, like providing visuals or using Sign Language can be easily done in the early childhood environment. I also found that we facilitate personal coping skills and strategies by teaching the students social skills and being able to walk them through different situation and how to handle them. I believe that every early childhood curriculum should include some kind of social/ emotional learning because they can be taught early on and be used for many years to come. Another guideline that I found to be useful in early childhood is monitoring progress and providing students with feedback because learning cannot happen without feedback. Since this may be the first ever classroom experience for some of these children they will need constant feedback so that they are able to learn what they should and shouldn’t be doing in the classroom. Overall, I really enjoyed learning about UDL this week and look forward to implementing more of the guidelines into my classroom.
Hello Everyone,
My name is Whitney and I am a grad student at UNC. Like many of the others, I am in the process of obtaining my masers in ECSE. I enjoyed looking over and exploring the Universal Design for Learning Guidelines (UDL) guidelines. I believe that many of these guidelines could be applied in an early childhood(EC) or early childhood special education (ECSE) classroom. Some of the guidelines might be more of a struggle to adapt to an EC/ECSE classroom but overall most can be applied in the classroom. An example of guidelines where teachers might struggle is with goal setting and monitoring progress at a student level. Younger students might not understand the concept of goals but I think introduction to this progress will be beneficial for later schooling. Other guidelines that could easily be applied in an EC or ECSE classroom are clarify vocabulary and symbols, customizing the display of information, individual choice and many others. I believe that many teachers already do these guidelines in their current classrooms. This resource is just another tool for their toolbox.
UDL is designed to reach and include all students and I believe it is a great tool for teachers to reflect on. When I reviewed the guidelines, I constantly thought about how I could apply it into my own classroom. I reflected on how in my classroom I could supply background knowledge. I think supplying background knowledge and gauging what the students know prior to an activity will help the teacher know how in depth the instruction should be and where additional supports might need to happen. Also, in the classroom I will continue to modify and adapt the learning environment to best suit the needs of my students. The guideline of minimizing threats and distractions provided additional suggestions like visual charts and schedules along with noise cancelling devices that could be included in my classroom. I really enjoyed looking into the UDL guidelines and making connections to how I can apply them in my classroom.
Whitney,
Thank you for sharing your outlook on UDL in ECSE classrooms. One of the main things resonated with me in your post was goal setting and progress monitoring. I agree with you that often one of the challenges educators face when working with young children is the development and implementation of strategies to reach goals. These students do not fully comprehend the meaning and idea of goals but are persistent in wanting to learn more. I believe it is still vital that teachers create these goals for their students and work with them to achieve them. In regard to progress monitoring, believe this is a method that is present on a daily basis. Some of the ways we use progress monitoring in our classrooms is through assessments, analyzing baseline data, one on one instructional time, and Teaching Strategies Gold data. The interesting part of working in Early Childhood is that students can grasp a concept one day and forget it the next day. It is recommended that repetition and consistency occur in your classrooms to develop understanding for our students. What are some ways you implement progress monitoring and goals in your classroom?
Addressing background knowledge in your classroom is essential to the growth of your students. Assessing knowledge of past experiences is viewed as a steppingstone to the exposure of new concepts and new experiences. When looking at the Universal Design of Learning all educators need to dive in and seek out the needs in which each student has. One of the most important aspects of a positive learning environment is being able to cater your instruction to address all student needs in the classroom. I like how you made this known in your post as this is something I feel as though all educators need to make their students successful. I am interested to know what some of the challenges have been in your classroom relating to UDL?
Hello Everyone,
My Name is Lidia and I am currently working on getting my master’s degree in ECSE at the University Northern Colorado. This is my second semester and I hope to attain as much information as possible to help further my student’s education. The UDL guidelines are a helpful tool, yet I do feel that there are some that are geared to older students. For example, checkpoint 6.4 Enhance capacity for monitoring progress. I have a question; how would this look like in a preschool setting? I understand that learners need a clear picture of the progress that are (or are not) making however, would you give feedback to the student’s parents/guardians and not the child in question? The guideline that is more important to me and relates to working with young learners is checkpoint 9.2 Facilitate personal coping skills and strategies. Since at an early age we use social-emotional curriculum and do everything we can to help the students learn how to regulate their emotions and how to clearly communicate to their caretakers how they are feeling. Also helping students understand what can they/we do in order to help. There will be some students who will need more scaffolding and instruction but I do believe it is an essential part of our development. Overall, the use of the UDL Guidelines are very important in any class setting so children can have an equal opportunity in learning the curriculum presented to them and promote participation. UDL can be applied in my own classroom by planning and providing individual support for each child’s needs and as well as using their strengths to fully participate in the classroom (Grisham-Brown and Hemmeter. 2017).
My name is April Jennings. I am a student at UNC and am working towards my master’s in ECSE. The Universal Learning Design is an important concept that benefits all students. Each child learns differently. The idea of one curriculum that fits the needs of all students is no longer realistic. Curriculums need to reach each student the diverse learning styles in today’s classrooms.
One thing I can work on implementing into my classroom is how information is represented. I have always explained new ideas in my own words, but it would be fun to explore other ways to teach. This year in my classroom, I received a giant promethium board. I have so many ideas on how to use this technology to introduce new ideas. Using this promethium board would be a great tool to use in the classroom to share information more excitingly.
I also like the idea of allowing students to use creative and different ways to express the knowledge they have. I implement this in the classroom by asking students to answer questions using words, drawings, or pictures. I love the idea of allowing older students to use their imaginations on how they would like to share information. Allowing students a chance to figure out how they want to express themselves gives them ownership over their learning. I believe students would care more about an assignment and be more engaged if they had the option to choose how they want to share their knowledge.
I would love to have a giant promethium board! It is great tool to use in the classroom to share information more excitingly. As technology grows we have to grow with it and be tech savvy, just like kids are too. I know my children would highly benefit and enjoy having a promethium board in the classroom. It provides different means for children to learn.
Hi April,
I am curious to know more about the promethean board. Do you feel your students are distracted by the size? I like the idea of using a promethean board to show students pictures or “real life” examples of people, places or events. My hesitancy with this is that I feel kids receive so much screen time as it is I worry about a promethean board being just another “screen” for students to look at. I even hesitate when I hear books can be “read” to students using the promethean board. What are your thoughts? Have your found that your students just want the promethean board used?
Hi Heidi, I have not had a chance to use it yet. I hope to mess with it on Monday. It is gigantic and I have not found a place in my classroom where it isn’t a giant eye sore yet. I have the same hesitations on screen time as you do. However, I do believe there are many great learning opportunities explore. Last year, while providing ECSE services remotely, I found a lot of helpful resources that would be beneficial to use in the classroom.
Hello! My name is Courtney, and as are many others at the top of this thread, I am a master’s student at the University of Northern Colorado pursuing my grad degree in Early Childhood Special Education. This resource and discussion is part of an assignment for the course I’m currently in, but I am thankful to have been exposed to UDL and its myriad of resources, because there are many checkpoints and guidelines that helped me to think about the way that I am presenting instruction to my students, interacting with them outside of instructional time and how I could be thinking differently about individualized instruction for my English language learners and/or special needs students. I work in an inclusive preschool program and this is my first year lead teaching within this program, so I am a sponge just trying to learn as much as I can and put tangible, evidence-based strategies to work for my students and I in my classroom.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
Specifically, one strategy that I read about was checkpoint 8.2, which looked at varying demand and resources to optimize challenge. This, for me, is the heart of differentiated instruction in the classroom, but it’s also one of the most challenging things that I’ve found teaching in an inclusive classroom can encompass. I want each of my students to comprehend the curriculum, I want them to be successful and to feel smart and capable every day, but I tend to hold them all to one standard and have one rubric by which I am measuring that success, which is simply not effective. If each student learns differently and I am taking the time to differentiate my strategies and instruction to meet those needs, then shouldn’t I also vary what success looks like for different students as well? It can certainly feel overwhelming to try to think through possible outcomes and address the needs of my students, but I know that it will be worth it in the long run, and, like any other skill worth having, practice makes progress.
How can UDL be applied to your own classroom or teaching?
UDL can be implemented in the classroom in many ways, and it is a great reminder to slow down and think through the end goal of what we want our students to walk out of our classrooms knowing and having experienced. Presenting children with choices, allowing them to take a leadership role in their own education, even at the preschool level, allows them to develop a love of learning that will hopefully go far beyond our classrooms and our influence. I know that I want to teach students that can be independent thinkers, who I can help to develop their own path to success. UDL reminds us that students have multiple means of expression, and so do we as educators! If we can align these ideas, the outcomes we experience in our classrooms will be off the charts!
Hi Courtney,
I enjoyed reading your post about UDL . I like that you pointed out the question of if we differentiate the learning shouldn’t the success be different as well. This is a great question and it makes me reflect on it. I think it would be challenging because then you would have so many outcomes for success. With so many outcomes it could be chaotic. I think it might be good to start small with two or three different outcomes for success. This would be more manageable and then possible most of the student would fall into one of these success categories. I agree that slowing down to think about the goal is super important. After this discussion, it has made me really think about what I want my students to be doing and the end goal. I would fixate on so much and really I needed to focus on what was important and the goal of the activity. Thanks for sharing your thoughts and ideas.
Whitney
Hi Courtney,
I like your thought on slowing down and thinking about the end goal. I feel like I am constantly reflecting on my teaching and making adjustments. Sometimes I get ahead of myself and want my preschoolers to do more than they are ready for. I have to remember, preschool is an introduction to school. The students are here to explore and grow. My end goal every year is for preschoolers to be excited about their school years to come. If this is the goal, how can I make this happen? I like the ULD because it is centered around the students as individuals. They are allowed to take ownership of their learning.
Hey, my name is Cristina Johnson and I am currently getting my ECSE master’s at UNCO and I teach SSN students at Northridge High School. I have enjoyed reading and learning more about UDL this last week. I believe every special education classroom benefit from practicing all of these practices from the UDL. They can all be applied to your curriculum and instruction. I learned a lot and also had a lot of “aha moements.” I am already doing some of the practices in my teaching now and I know others are doing same. From Grisham-Brown and Hemmeter (2017) texts he they describe UDL as a method that considers “ a range of abilities, and needs to incorporate flexible goals, opportunities to respond, and ways to be engaged. UDL can be adapted to any curriculum and or instruction.
In my own classroom I use a lot of these check points from UDL. My biggest area of need with my students is they are non-verbal. I work with my SLP, and SWACC coordinator at ways to implement different ways students can talk. AAC devices can be used for student’s voice, and to express wants/needs, feelings, etc. There are many different lay outs and programs, it really matters on the kids needs to determine what AAC devices is appropriate for them. I also use a ton of visual pictures all over my classroom, on students’ desks, but the door so is able to communicate with teachers, support staff and peers.
Hello, Cristina! I enjoyed reading your post! Your post resonated with me because I also work with a lot of non-verbal kiddos, and ELL kiddos, and the importance of collaboration and support from the entire SPED team cannot be overstated. Sometimes, at least for me, I feel like my expectations and markers for my students achievment are far too rigid, but I don’t feel like I have enough experience in my own classroom to truly modify or differentiate for my students to the level that they would most benefit from those helps, and that’s where the team around me has been lifesavers! When I am just drawing a blank, the SLP or our SPED coordinator or my colleague can look at a situation with different eyes and see what I might have struggled to see, and my students benefit directly from that. As a new teacher, I can definitely put my own ego to the side if someone has a better idea or a better way to do something! As I read about UDL this week I felt like that was a message that was coming through multiple times, that there are so many different ways to do things and keeping an open mind and trying hard to identify what each student can benefit from while still keeping a class as a whole is a skill that I can likely spend a career refining, but with a cooperative and collaborative mindset, I have a leg up.
Thanks again for your post!
Hello! I am a student at UNCO getting my endorsement in ECSE. The UDL Guidelines are a great tool to implement into your everyday classroom and lesson plans to help diverse learners. Not everyone learns the same way and when we are able to differentiate learning (especially in special education) then children are able to comprehend concepts and put them into action. I personally love checkpoint 7.1 under Engagement and try to implement it into my everyday actions as much as possible. I think it is super important for children to have ownership of their learning and their environments because then they have more buy-in to reach their goals and have pride in their education. The more educators have an understanding of the different UDL Guidelines and they insert these concepts into their teaching environment the deeper we are going to be able to go with teaching our students.
Hi Kylie,
Working in an inclusive classroom definitely has multiple ways for children to comprehend concepts. I totally agree about children having different learning styles. I really like how you pointed out the importance of children having ownership of their learning and their environment. It is also important for them to be able to have choices on how they interpret different choices. Providing a child with choices increases their confidence, self-determination and independence. This is definitely a great resource for educators and administrators to help apply and use different strategies in their practices. I also really like how it is categorized and focused on engagement, representation and action and expression. It’s easier for educators to search for what they are looking for, reasons for why it works or doesn’t and how it apply it. Thank you for sharing.
I really enjoyed scrolling through the UDL as a framework in improving practices. There were some things that seemed very familiar that I currently use in my classroom but there were many great AHA moments that I would love trying. This blog was recommended to my from my professor, I am currently a student at UNCO working on my Masters Degree in ECSE. Although this was part of an assignment, it was very informative and I was able to take away a lot of new tools to help me in my current position as well as in the future.
One of the guidelines that would be fairly easy to apply to my curriculum would be from Section 3, checkpoint 7.3-Minimize threats and distractions. I worked in a NAEYC private preschool for 12 years an environment played a huge part in minimizing threats and distractions. There were multiple times where I recall changing the dynamics of the class due to a challenging behavior or having a child with a disability. I do agree that environment is so important for the success for some students. What may work for one class may not work for another, and that’s ok. I’ve learned how to tweak and continuously add or take things in an out of my classroom.
One of the guidelines I found a little challenging was in Section 1, checkpoint 1.3 – Offer alternatives for visual information. Because I am a visual learner, I automatically thought it would be easier to teach kids by providing visual stimuli and action cards. However, that may not be the case for all. Some children, especially those with a visual impairment, may not benefit from visual cues. Visual cues may be over stimulating to others due to the amount of colors. Being able to identify individual needs can help you understand what visuals will help and which will not. This also ties in to environment and being able to make sure there are not too many distractions for the students as well.
I feel that all UDL principles are important and can be tweaked to benefit you and your teaching styles. Although there are some that I currently use, being able to have access to multiple different strategies that is easily accessible will definitely be a new go to for myself. Knowing that environments may change throughout the year, UDL is a great place for you to follow back upon when you need to rethink and re-evaluate what has been working for your class and what has not.
Tiffany,
I totally agree with you how the environment plays such a huge part in teaching our children! If we as educators can understand what the threats or distractions are then we are able to continually support and adapt the environment to meet our students’ needs. Like you said, everything does not work for everyone. Some people (children and adults) love primary colors everywhere in the room and some have a hard time focusing and feel like it is very overwhelming. Having a balanced environment can set the tone for learning and having an understanding of this will help children in your class succeed. I incorporate a lot of the UDL principles into my classroom already but it is nice to look and see how you can keep improving to help benefit the children we serve. Thanks for sharing!
Hello, I am an ECSE master’s student at UNC and have recently learned more about Universal Design for Learning (UDL). Grisham-Brown and Hemmeter (2017) describe UDL as a method that considers “a range of abilities and needs by incorporating flexible goals, opportunities to respond, and ways to be engaged” (p. 95). This method can be applied to any tier of instruction but Grisham-Brown and Hemmeter (2017) encourage UDL strategies to be used at the universal level of instruction. In this way, all students in EC/ECSE are being given instruction in various ways and have the chance to demonstrate their knowledge through different means.
According to Grisham-Brown and Hemmeter (2017) one major issue with EC/ECSE curricula is that often teachers make lesson plans without considering the students’ interests. In alliance with UDL engagement principles, such as checkpoint 7.2 “optimize relevance, value, and authenticity”, teachers can choose activities and topics that are meaningful to the children. Additionally, EC/ECSE teachers can provide instruction through lectures, pictures, audio-visual media, skits, etc. in order to match the learning styles, needs, and strengths of students. Children are, in turn, able to demonstrate their knowledge through play, talking, writing, acting, and more.
I am currently a sign language interpreter so I do not yet have a classroom to apply UDL. However, as a sign language interpreter I have often used UDL principles to demonstrate information. For instance, as in checkpoint 2.5 “illustrate through multiple media”, I have used pictures, videos and acting, in addition to sign language, to present information to students who have a hearing loss and use atypical language. These multiple forms of media are able to give a richer understanding of concepts that transcend language.
Karen I enjoyed what you said about using multiple media to represent new information and deepen understanding of familiar material. I am going to try this with my second graders. We are working on building math stamina and fluency and I think having multiple entry points and illustrating through drawings, manipulatives and through both auditory and visual information would be a way to open this learning to all of my students. Thanks for sharing!
HI there! I am a masters student at UNCO working on a degree in ECSE. I was assigned to read through the website and comment here as part of a classroom discussion. I am glad I was provided this resources as I feel like I learned a lot from it! I specifically focused on guidelines around Self-regulation and self determination; comprehension; and executive functioning. I feel like these specific points give me a place to expand my teaching and ensure learning is accessible for all learners across the range of a preschool classroom.
For example the check poing 8.2 focuses on varying demands and resources to optimize challenge, I worry sometimes about helping my kids to keep up and therefore missing opportunities to focus in on one or two key take aways. I liked the part about varying degress of acceptable performance, basically holding the measuring stick differently for each kid to ensure they are making progress as compared to themselves not just on the standards, although both are important.
I additionally focused on 3.2 which involves highlighting key details and big ideas, I think this is one of the biggest tools to leverage as a special education teacher, what do we want our kids to walk away from this activity with? How can we scaffold this so they can access the more salient points of the lesson? As I said, I get worried about helping my kids “keep up” and this is not really the point of learning, its to grow, not just complete tasks, so the idea of focusing on the more important tasks matters!
Lastly I focused on executive functioning, a lot of times, kids in special education struggle with this so much and they cannot discriminate between the details and main idea. I like the recommendation to scaffold lower level skills so they can climb higher into the higher level skills. I will refer back to this website to refine my teaching practices!
Melissa,
I love that you walked away with switching your mindset from helping students “keep up” to focusing on growth and authentic learning.
After reading your post, I revisited checkpoint 3.2. I have worked with students who have really struggled with finding important information, the key points or main idea and they were in middle school. So, to think about children in preschool or kindergarten trying to discriminate information, seems like a huge feat. But, 3.2 has great suggestions, including prompting focus on key points and creating graphic organizers that highlight the most important information. I have seen preschool and kindergarten teachers use an echo strategy with students before, in which the teacher states something and has the children repeat it back. This is could an effective strategy for some students to remember key points. I also like that 3.2 suggests giving non-examples to highlight what is correct. A non-example could even be demonstrated through action or pictures rather than text or speaking in order to make is accessible to different learners.
Thanks for your post, Melissa. I agree that I will continually refer back to and implement UDL strategies in my work.
Including Universal Design for Learning, UDL, in EC/ECSE curriculum and instruction is a great way to provide students with a diverse learning environment. When students have access to more than one type of learning experience, they are able to find and use what works for them. The UDL guidelines can support the curriculum and offer intentional planning for all learners. In my classroom, I can use UDL in all areas. In a preschool classroom, students are learning at different rates and in different ways. I can use this website as a resource when I’m feeling stuck. I like the ideas on promoting self regulation. The self assessment and self reflection is something I’d like to incorporate immediately. Charts and developmentally appropriate language to use to reflect on emotions is a great life skill.
Hello everyone,
I am an ECSE teacher and have been since 2010. I teach in the Poudre Schoold District in the Head Start program ages 3-5. I really have found the UDL guidelines useful and a great learning experience. Much of the information we do use and have come by in different ways through my education and experience. However, knowing that there is a resource where I can go that is clear and helpful in my teaching is very exciting
Since we work in a classroom of children with a diverse development levels including those with delays or disabilities, UDL can provide us with clear guidelines that help us develop methods of teaching by providing the multiple means of Representation, Action and Expression and Engagement. In an EC/ECSE classroom these guidelines can help us define how we present a flexible and variable curriculum. Although we have curriculum that is specified, we can deviate with choices to accommodate learners individually, as they are not all the same and they do not all learn the same. Curricula must present information in ways that are understood by all students. It is highly ineffective and difficult when information is presented in formats that is not understood by some students. The effort and support needed for those students to learn from just one mean would be frustrating for the student and teacher. Providing information on a study in a lesson plan can be varied by nature, visual, receptive, auditory and tactile (kinesthetic) to accommodate those who may have disabilities that create barriers to learn just one way. With these guidelines, we can have a road map to effective teaching and meaningful learning for each child rather than a “one size fits all” way of teaching a subject or skill. It can be used as a so called “road map” to our lessons and how we configure them. The UDL gives us ideas and resources to call on.
• How can UDL be applied to your own classroom or teaching?
UDL can be applied in any classroom. As I stated above, we all have curriculum to follow, but with the UDL guidelines and resources, I can learn to embed them in the curriculum without changing the objectives. During a lesson I can provide the same information in a variety of ways. Using pictures, print and verbal representations of the subject lesson; it all portrays the same information just delivered in a different way. When talking in large group about a subject, I can add slideshows with pictures and sound, real life pieces (maybe objects that are in the lesson) along with means for children to have conversations with visuals to present with pictures of parts of the lesson such as pictures of bugs for them to hold up when asked what their favorite bug is for a nonverbal child or an actual plastic toy bug for those children who have vision impairments to hold, touch and feel.
Hello,
I am a masters student at UNCO and am exploring UDL. Reading through the UDL guidelines encouraged me to think outside of the box when it comes to how I support my students in the classroom.
I think that the way ECSE curriculum is designed to cover all areas of development, it lends itself well to being supported by the UDL process. Looking at the areas that UDL focus’s, it makes sense that our early learning curriculums cover so many different domains. It does seem that UDL is more geared towards upper grades in certain categories. But with enough creativity, and flexibility I feel that you can apply each section to ECSE classrooms in ways that make sense for your learners.
I think that when supporting ECSE students using the UDL model I first thought of how to encourage young learners to take ownership for their work. I think that using sticker charts, and positive reinforcements can support student engagement. But to truly have them engaged in their own learning process I think that using visuals and something that interests them will keep them focused. Having an image of what a certain level’s work would look like will allow them to compare their work to the images and decide where they are at. It would take a lot of coaching at first but I think most would be really excited to see what they created.
My name is Alyssa and I found this blog through my master’s program at University of Northern Colorado for Early Childhood Special Education. I have loved reading through other people’s posts and being inspired by their thoughts and ideas for the future of education.
* How can UDL be applied to EC/ECSE curriculum and/or instruction?
Universal Design for Learning, or UDL, can be applied to EC/ECSE curriculum and instruction in many ways. UDL provides a variety of strategies and resources to meet students where they are at academically and help them to succeed. There are three main principles of UDL which are engagement, representation, and action and expression that can all help our youngest students. Engagement in UDL can be applied by letting students have the freedom to choose a station to work at, provide opportunities for collaboration between the students, and teaching coping skills, strategies, and reflections. Action and expression in UDL can be providing assistive technologies, teach problem solving, and monitoring progress. Lastly, representation can be applied to EC/ECSE by customizing the display of information, defining vocabulary and symbols, and activating background knowledge. UDL can be applied so many other ways to EC/ECSE as well but these are just a few examples.
* How can UDL be applied to your own classroom or teaching?
UDL will be so helpful when I have a classroom of my own one day as it caters to each child’s needs and helps each child individually. As the teacher, I will make sure to offer a variety of methods of teaching so it is accessible for all learners, like adding a PowerPoint for visual learners, a hands-on activity for tactile learners, speaking the instructions for audible learners, and so on. Additionally, I would provide helpful feedback to my students to encourage them and refocus them. Goals would be important for me to set for my students, as well as, having the students set their own goals for the year. I would also make it a point to learn about my student’s interests and change the lessons to the knowledge I learned to keep my students interested in the material. Lastly, after getting to know my students better, I would work with them to figure out how they best perform in the classroom and allow them to sit in a quiet corner to work or type their sentences or use a voice-to-text app on a test focused on reading comprehension, or whatever we decided would be the most helpful way for them to succeed in my class.
Hi Alyssa,
I really liked the way that you explained how UDL can be used with an ECSE classroom/curriculum. It seemed really difficult at first to think of how some of the areas could be applied to an ECSE setting, but your concise description of allowing choice in play area, and providing supports made it seem extremely easy!
I like that you took away the different ways of presenting information to your learners as something you would apply in your own classroom. I think that it is often assumed that because we are Early Childhood teachers that we are automatically doing that. It is something that I think about doing but definitely can become better at implementing each day in my classroom as well.
Thanks for sharing!
Hello Everyone,
I am currently an ECSE teacher and have been for the past several years. This is my second year in Early Intervention Preschool. I absolutely love teaching EI.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
UDL can be applied in ECSE in several ways. I feel as if I already do a lot of this in my classroom. I promote a caring and safe environment for my students the same way UDL states are the best way for children to learn when they are in a secure environment. The website provides a framework that is laid out very nicely. For new teachers, this is very beneficial to have when going into your first room alone. UDL is also an excellent resource for those students who may be a little more complicated than others. Using visuals within what you are teaching is a superb resource UDL promotes that visual and tactile learning essential in ECSE.
How can UDL be applied to your own classroom or teaching?
I can use UDL in various ways. I think having it as a resource to refer to is fantastic. I had never really dived into the website before, but I will be using it in the future when I need some different strategies when it comes to teaching students at so many different levels within my class. I will use their multiple means of communication within my room this year. They have great ideas for visuals, and I have several students this year who are nonverbal, and it has been one of my most complicated challenges this year. I feel it also does not help to wear a mask when those nonverbal kids need to see your lips moving to know you are communicating with them. I can not wait to use some of the communication strategies in my room.
Hello Cierra,
That is so great that this is your second year teaching EI. Is the second year easier than your first because you know more of what to expect and have materials from the previous year? I agree that for UDL is an excellent resource, especially for new teachers, as the framework is laid out clearly. I loved reading your post.
Cierra,
I definitely agree with you that I use a great deal of this in my classroom already. During my education in ECSE throughout the years, I feel that these concepts have been taught in many different ways and by many different perspectives. What I find exciting is that there is designated spot, I can go to and have clear ideas to review and try in different ways.
UDL is accessible to teachers in that if the teacher was having an issue with a student or something else in the classroom, he or she could refer to the guidelines for that particular area of learning. It also provides a framework for a newer teacher like myself who has never taught preschool before. I like how it’s broken down by the WHY, WHAT, and HOW of learning, showing a visual of the area of the brain that is affected, and that the framework can also be applied to any learning environment, including the home.
I teach 2nd Grade in a bilingual elementary school, and the UDL is a great reminder to be more mindful about what visuals I put up on the walls, as the section about representation discusses meaningful ways to use visuals. I have a couple professional goals based on the UDL that I would like to prioritize moving forward, especially for next school year. One of them is to improve in the guiding of my student’s goal-setting and self-assessment. I would also like to improve in my use of word walls or creating multiple pocket charts with meaningful vocabulary on index cards that can be manipulated, accompanied by visuals, in order to foster connections and language transference between English and Spanish.
Hi Katy,
I agree I like how the framework is laid out and you are totally correct this would have been super beneficial to me, my first year teaching. Visuals are essential especially in a bilingual environment. I think second grade is perfect for them to start setting their own goals and it gives them something to look forward to and work hard towards as well. I would say when they meet those goals do like a student of the week and put their picture up when they meet a goal. Have a great week. : )
Cierra Serrano
Hello everyone!
My name is Tea Feliciano. I am a grad student at UNCO getting my master’s in special education. I have no formal experience as a special education teacher, and I am looking forward to jumping in. This is my second semester in the program. I am going to answer these two questions in relation to UDLs: How can UDL be applied to EC/ECSE curriculum and/or instruction? How can UDL be applied to your own classroom or teaching?
– How can UDL be applied to EC/ECSE curriculum and/or instruction?
UDL can be applied to the classroom in many ways. The first way is by modeling and verbally explaining what you are doing in the classroom. This allows students to get information and understand expectations both visually and verbally. It would be even been to pass out the instructions on paper/write on the board to ensure understanding, too. This covers UDL standard or multiple means of representation. Another way is to give children in the classroom choices at an early age. This encourages children/student to voice their thoughts freely and helps them develop self-efficacy early in life. This covers UDL standard of multiple means of expression.
-How can UDL be applied to your own classroom or teaching?
I am not a teacher in a classroom yet. I do teach ESL online to students in China, but that is a little different because I don’t have a proper classroom and I do my work on a site that has everything set up for me, including lessons. With that being said, I intend on incorporating UDL in all of my steps in the classroom. I know that it isn’t very easy for long time teachers to begin to introduce UDL in their classrooms, so I hope that by starting off my teaching career with UDL in mind, I can be an effective and inclusive teacher. As mentioned above, I can add UDL into my classroom by modeling, verbally processing and voicing expectations, and empower my students with choice.
Thank you!
Hello Tea,
I really liked that even though you do not currently have a classroom to use UDL, that you already have a plan of how you can use it. I often reflect on my roughly 16 years in the early childhood field, and I wish I had all this knowlege that I’m learning now, from the beginning. As you stated, starting off your teaching career with UDL in mind will most definitely help you become an effective and inclusive teacher.
Thank you for sharing your thoughts.
Tiffany
Hi Tea,
That is a great point about using UDL from the beginning of your teaching career. I am also glad I’m just starting out in the classroom because I feel like I am absorbing these models and guidelines in order to implement for the next year, which is always an opportunity for growth and doing things better the next time. However, as you know from observing my 2nd Grade class, it is interesting to think of them and apply the guidelines to those children, ages 7-8 years old, but completely doable. I’m especially interested in Executive Functions in relation to my demographic of children who seem to have difficulty in this area due to their living in survival mode a lot of the time, especially this year.
I loved reading about your interpretation of the multiple means of representation section because it reminded me what my mentor told me my first year teaching. She said that I should narrate what I am doing, or what we are doing, for anything we do in the classroom, especially in Kindergarten and younger grades. They need the vocabulary, the visuals that go along with them, and for you to explain instructions in multiple ways. Thanks for your thoughtful post!
-Katy
Hi Tea!
Thanks for your thoughtful post. I’m like you, just jumping into teaching special Ed for the first time!
I really appreciated your comment about offering choices. I think this is such an important part of early education to help children foster independence within safe and established boundaries. I’m also so interested in how your experience teaching international students can influence your work now. Do you see UDL playing out with your students in China? What have you learned from that experience that you would like to carry over to your career in SPED?
Thanks for sharing!
Elisabeth
Hey everyone!
My name is Erin and I am currently a SpEd preschool teacher working on my ARL through UNCO ECE/ECSE masters program. I love teaching and I am extra excited about learning UDL in more depth. I feel like UDL is one of the things that I need to be a better teacher and to reach more of my students.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
When reading the UDL introduction, the first thing that really hit me hard and good was when it mentioned that we are no longer trying to “fix” the learner to understand the curriculum. Instead, we are actually are trying to “fix,” or accommodate the curriculum, in order to meet the needs of different learning styles. This is so empowering for not just teachers, but also for our students.
When looking at how teachers can represent the curriculum, each teacher can get to know how each child learns best, whether it be visual, auditory, kinesthetically, or a combination. All styles of learning are important for each learner, regardless of no delay/delay/disability.
Visually, we can make print or visuals larger or smaller, braille instruction, color contrast, 2D or 3D, use a light box, child placement in the classroom, place materials accordingly to work with a child’s visual field or null point, increase or slow rate of visual instruction, etc. Auditory, we can increase, decrease intensity of sound, increase or decrease speed and tempo. Provide noise cancelling headphones, hearing augmentative devices, ect. Physically we can provide touch cues, objects to help learn the material, ect. This is also where you want to pay close attention to under or over stimulation. As a former communication intervener for children that are deafblind, finding the right combination for each student (delay or not), it truly is something magical.
Once representation is figured out, I believe it is easier to find out what works for each child as far as expression and recruiting interest, because you can see the student’s response. Through action and expression children express themself through language, signs, gestures, alternative communication boards, PECS, visual choice making, blinking, etc. Through recruiting interest, we get to know what spikes a student’s interest through their demeanor, attention span, interactions, responses and what motivates them. We can spend less time on curriculum and more time getting to know them, their specific interests and building a relationship with the student.
How can UDL be applied to your own classroom or teaching?
Without knowing it, before I started being a SpEd teacher, I was using UDL working individually with students as a communication intervener, motor aide, and Early Intervention specialist for over 12 years. Now that I am teaching a classroom of 10-16 kids, it is scary to think of how I am going to meet all of my students learning styles, while also differentiating the curriculum to their level of education. Although, the last two years of teaching my main goals was to really learn our state standards and the curriculum. Now that I have a pretty good grasp on the standards and concepts I am teaching, I am more comfortable with using different UDL approaches. I have seen a lot of improvement with using visual schedules for my students on the spectrum, those with behaviors and receptive language delays. We often practice calm down breathing activities before each class and use reminder words to prompt calm down strategies. One of the greatest UDL skills is I have started trying to focus on is what motivates my students intrinsically and extrinsically, especially before behaviors and/or discouragement starts. With this extra focus, I have decreased behaviors by 25% in the last two weeks. As I continue to feel more comfortable with different UDL skills, I will continue to gain more of those skill in my tool belt.
Hello Erin!
That quote about fixing the learner resonated with me as well. I feel that people think that educators are here to “fix” their children so that they can progress in life but really we are only here to support the children.
I am happy to see that you have been implementing UDL strategies without knowing! I feel that a lot of the different strategies are simple and almost like common sense. There is a lot of things that you learn while in the classroom that you have to experience in order to try them out. For example, incorporating different visuals in the classroom. I learned the hard way about incorporating a good visual schedule by not making one before the school year started which resulted in the first few days of school being chaotic. I did not have anything to refer the children to when they asked about the routine which would result in confusion. That never happened again!
It’s awesome to see that you are working hard and incorporating different UDL skills! Keep up the good work!
-Jackie
Hi Erin!
I hope you are well. Thanks for your post. I really appreciate how you mentioned how important it is for educators to not “fix” the scholar, but to shift the curriculum presentation to accommodate the scholar. In my post, I mentioned visual representation and its importance, and I see you did as well. While in school, it wasn’t until my second year of college where I had a professor/teacher use captions during their lecture. It really impacted me! I didn’t realize that before that, I wasn’t sure how many students in my class were struggling with understanding lectures due to not having proper visual accommodations. It also made me think about how a student may not receive that help if they didn’t talk to the teacher about it. That is why UDL is so important. Captions and visuals should be used in every class because it supports all learners, but especially those who have disabilities that may not be ready to talk about. Great post!
In looking over this lesson or task it was easy to relate to what I am currently doing in my own ECSE classroom for the last three years and the UDL. Of course, as I grow as a teacher and continue with my education my views and ideas may change and evolve to better ones and this has helped in that change. In the options that I choose to provide examples for, I believe they really supported the Early Childhood classroom and what instruction looks like at that age. This is my current role and what my own classroom currently supports. The use of visual supports is a huge part of my day especially with the inclusive environment and the needs of some of the students. In understanding what students at that age need as it refers to displaying information can increase the communication between child and classroom environment and help with engagement as well. Using and activating the background knowledge can also help also support meeting a student where there are and continue to support their growth. This could also be seen in the use of environmental print in the classroom to support the vocabulary needed in the educational setting. Having students make that connection between school and home can be very powerful. Providing multiple outlets and a variety of learning so that all can learn in the best way possible for them is another big way I support the students in my class. I have many different materials that would help how each child learns the same objective, this is not also easy as it can put a toll on a teacher, and having the means to provide the correct materials and can be costly. When it comes to engagement of the students having a free choice time can be helpful in gaining independence especially at the age of 3-5-year-old. The free choice will allow them to explore their surroundings in a safe and meaningful way. This is a time I have every day in my classroom. Lastly, the use of a safe space which I call the “cozy corner” in my class helps to include that important social-emotional skills that need to be worked on daily. Overall many of the ideas I shared were ones that I currently use or have in my own class and I choose ones I thought were of most importance ad could help other teachers.
Hello fellow Educators!
My name is Elisabeth Somerville and I am currently enrolled in the UNCO ECSE masters program. I was directed to research UDL and leave my responses to the questions below.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
I believe that implementing UDL is a crucial way to ensure the best academic and developmental success of all children in the classroom. At an age when the developmental gap between most typically and atypically developing children is still relatively small, educators are able to include and support all students in their classes without making major changes to the existing curriculum. By creating accessible environments, information, and schedules teachers can engage even the most diverse group of students through UDL. Beginning with the building blocks of “What,” “why,” and “how,” it is important for teachers and educators to break down their curriculum and classroom environment to ensure it is accessible to every child who enters. One simple step is adjusting the delivery of information. This can mean taking into account varying learning disabilities, developmental delays, or speech and vision disorders. By presenting information through verbal explanation, visual illustration, and tactile hands on experience, students of all ability levels can easily be engaged and reached with the same basic information. For linguistically diverse students providing signs or instructions in multiple languages or offering ASL interpretation give equal access to students with disabilities or delays as to those familiar with the dominant language or without hearing disabilities. In addition to supporting the students with disabilities UDL can also create a more empathetic and inclusive environment for neurotypical students. Seeing supports and accessibility options built into the curriculum from early childhood fosters a natural advocacy and encourages students to see their peers of all abilities as equals.
How can UDL be applied to your own classroom or teaching?
In my own career in the classroom I hope to practice UDL by first looking at my curriculum to see where it may be inaccessible or unequal, second taking a careful look at makeup of my own classroom, evaluating the spectrum of student abilities and identifying each students strengths, and third adjusting and making changes to my teaching based on the needs of my particular students. This means seeing each child as an equal individual and making an intentional effort to name the skills they have and empower and utilize those skills amongst their peers, as well as paying attention to areas of development and skills where the same child may need more support and providing them what they need to succeed and thrive in the class.
Hello Elizabeth,
I really appreciated and enjoyed your insights on your post. Great reminder about the developmental gap between most typically and atypically developing children is still relatively small at this age. It really does demonstrate how important these interventions are at a young age. Trying to fill in that small gap at a young age seems a little less daunting than trying to fill in a large gap with an older child.
I also like your careful planning on how to apply UDL into your own classroom. Looking at the big picture or the curriculum, and how to adapt it to each individual learner is such an important key to learning success.
Thank you for sharing!
Tiffany
Hi Elizabeth!
I completely agree that you must know the curriculum and what you limitations you may have. I also wrote in my post that, for me to really be successful using UDL strategies is for me to really understand the concepts that I will be teaching from the curriculum and out state standards. I also need to understand why the concept is important for the student to learn, because then I have a better understanding and can more creative with my presentation.
I also agree and appreciate that in the 3-5 age group, the gap is typically much smaller and easier to close the gap. Although, I look forward to learning many more skills for teaching self-regulation. I have a couple students every year that are so dis-regulated, that they are almost in a constant fight, flight, or freeze feeling. I am working with my OT to build my self-regulation, sensory tool belt. The faster I can help them with regulation, the more efficient learning will be.
Hi Elisabeth, I appreciate your thoughts on how to apply UDL in your own classroom. One thing I like about UDL is that everyone can benefit from it. I enjoyed reading the ideas on promoting self regulation. I think it is something all students can grow and learn from.
Hello! My name is Jackie and I am currently working to obtain a masters in ECSE. I am attending UNCO and have been asked to address two topics on this site.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
The UDL can be applied to curriculum and instruction by reshaping the way that teachers support the children. It is easy for teachers to create assumptions of children and base their teaching strategy from these perceptions, but this creates potential conflicts that can arise from predetermined conclusions. By utilizing the UDL guidelines, teachers can provide equal opportunities and supports that will benefit all the children in a least restrictive environment through modeling appropriate behaviors. For example, promoting self-regulatory skills by modeling personally appropriate goals. In doing this, teachers will be demonstrating appropriate boundaries that all the children can imitate and incorporate into their lives such as walking away when a peer is being mean to them. Developing self-regulatory skills is an essential part of early education therefore it is essential that teachers include it into their instruction through modeling.
It can also be applied to instruction through natural teaching opportunities throughout the day. From experience as a preschool teacher, it can be difficult to provide direct teaching for an extended amount of time. Therefore a bulk of the teaching occurs in natural opportunities that occur in the moment. For example, highlighting big ideas from previously learned skills to solve unfamiliar problems. This can occur throughout the day where the teacher can remind the children of previous situations where they encountered similar struggles and they can work through due to their prior experience.
How can UDL be applied to your own classroom or teaching?
I currently apply the UDL guideline in my teaching in a head start program. We focus on the emphasizing child directed activities and less teacher directed activities. This means that we base our classroom environment and instruction on the children’s interests as well as their goals that have been set by their parent/caregiver. A specific example can be optimizing autonomy in the classroom. The classroom I am currently in has materials placed at the level of the children where they can easily access the materials and play with them in any area of the classroom. This is to encourage the children to combine and create new ideas with different materials to build their individual learning experiences (ie. taking blocks to the house area to create a brick wall, placing a baby doll in the library area so the child can read it a book).
My work place utilizes the creative curriculum which is why we can allow for this creativity to happen. It works well with the UDL guidelines because it gives us the freedom to create accessible environments to foster natural learning while also encouraging on the spot teaching opportunities where educators can teach about necessary social skills and create meaningful relationships.
Hello to all my fellow educators! My name is Carol Ewald, and I am currently completing my Masters in Early Childhood Special Education at the University of Northern Colorado. As a part of one of my courses I am answering the following two questions regarding Universal Design for Learning (UDL)
How can UDL be applied to EC/ECSE curriculum and/or instruction?
Applying principles of UDL is important at any age but is particularly helpful in classrooms for early childhood students, especially inclusive classrooms that serve typically developing students as well as those with disabilities or those at risk for disabilities. Young children do not all learn in the exact same way so an important element of UDL is optimizing individual choice and autonomy. This means giving children choices in the learning activities they are participating in. A simple way this can be applied in ECE is allowing the children to choose the colors and shapes for a particular project. Children can also provide input on the type of reward or recognition they receive. For example, children can choose between a sticker or a pencil. It is also important to recognize the learning styles that work best for each child. Some students may need more hands-on experiences while others may learn better by listening and watching. It is crucial that students can access whichever learning style works best for them. To achieve this, teachers must be prepared to teach content in a variety of ways. Implementing UDL strategies helps to peak interest and keep students engaged in learning which is extremely important for young learners.
Another way to apply UDL in an ECE setting is aiding in the facilitation of personal coping skills and strategies. Young children are still developing their self-regulation skills. Some children may respond to modeling of appropriate regulatory skills however many learners require more guidance, so it is important to implement multiple methods to teach these self-regulation and coping skills. Using UDL in this context would include providing differentiated models including checklists, reminders, and models to help children choose a strategy for managing their emotional responses to internal and external events. As stated previously, all children learn and develop in their own unique way so it is important to provide them with a wide variety of options to choose from when it comes to coping strategies.
How can UDL be applied to your own classroom or teaching?
I work in a self-contained special education room, so I implement elements of UDL to meet the unique needs of each of my students. My classroom includes students with multiple disabilities, including a student with hearing impairment so I always offer alternatives for auditory information. When teaching in a group setting, I communicate using ASL in addition to spoken word whenever possible. I also always have captions on for any videos we show in the classroom. The alternatives to auditory information presented are also beneficial to other students in my class and it is important to implement these strategies not only when teaching students with hearing impairments but also any child who benefits from alternatives to spoken language. In my classroom we use visual symbols and charts with many of my students. We also often utilize “first-then” boards, and visual schedules which benefits all students particularly those who have difficulty with spoken language.
All of my students are on IEPs so we always have unique goals and activities for each student depending on their level. Some students spend some time in general education, and for these students we modify the work they are doing in those classes depending on their unique needs.
Part of meeting the needs of each students is optimizing access to assistive technologies. Many of my non-verbal students communicate using communication devices so it is important that we ensure they always have access to these devices and know how to use them to communicate their needs.
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Hi Carol,
I enjoyed reading your post! Social Emotional instruction, especially in self-regulation and coping is essential in the preschool setting. Providing children with a variety of coping strategies is a very important point as different strategies work for different children. Also the way of presenting this information can include multiple means of representation. This could look like showing videos, visual posters, modeling and having students practice.
I also use visual schedules and “first-then” boards. I agree that these are very benecifial supports for students.
Thanks for sharing!
Hello Carol!
I really related with your statement that children need access to whatever learning style they use and that teachers should have a variety of ways to present content. As a preschool teacher, this is something that is absolutely essential because the children can be at different developmental levels. I have noticed that this is especially important when giving verbal directions because children can understand what is said differently. You mentioned self-regulatory skills and coping strategies which I feel is something best taught through modeling and discussion. Presenting different strategies and techniques to convey this is crucial to ensure deeper understanding of how to behave and treat others in the classroom. I agree with you completely that the UDL model is a great way to encourage these prosocial behaviors with the different visuals and models that can be utilized by the education staff.
I am curious about the communication technologies that you use in your classroom and have a basic question that I am sure you’ve had before. Do you have to receive continual training on new technology that is being used for communication? I feel with the advances in technology that there must be lots of new methods that you can use in the classroom.
-Jackie
Jackie,
To answer your question, yes! We receive frequent trainings about the communication devices we use, specifically the apps the students use which seem to be constantly updating and evolving. Fortunately, we have a wonderful SLP that keeps all of the staff in my room up to date on the latest communication technology so we always know how to edit the app and use it effectively.
Greetings fellow Educators. My name is Jana Hawkins and I am an ECSE Masters student through UNCo. I am answering the two following questions for a class on curriculum and instruction.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
UDL is important at all stages of teaching and learning. In Early Childhood Education, UDL looks different than in the older grades, but is equally important. To reach all children in the classroom, a teacher should offer multiple ways a child is presented information, as well as multiple ways the child can engage, and respond. For example, providing visual information along with verbal information, in the form of signs or pictures, can benefit all children, not just children needing extra auditory support. A child may be more likely to respond to questions if given multiple ways to interact, instead of only being expected to speak. And offering multiple ways to learn the same materials can benefit all children, as they can have multiple opportunities to practice. This also helps with generalization of concepts.
How can UDL be applied to your own classroom or teaching?
Though I am not currently in a classroom, I am designing a classroom for the Fall, which includes looking at the materials, space, and curriculum to make sure that it is accessible to all children. When designing the space, I hope to look at the specific needs of the children in the class and adjust to their specific strengths and needs. I plan to use lots of visual prompts, multiple ways to learn the same concepts, and multiple ways to show what they are learning. I hope to use UDL in designing not just the classroom space, but also the classroom social and educational environment.
Thank you for reading this.
Jana Hawkins
Hi everyone! My name is Amber Koran and I am currently a graduate student at University of Northern Colorado working towards my masters degree in Early Childhood Special Education. As a part of the current class I am attending we were to answer two questions pertaining to the UDL below.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
The Universal Design for Learning has created so many helpful resources to help support early childhood teachers in incorporating the different aspects of each guideline into their everyday instruction. It is important for educators to research, practice, and implement the UDL into their classroom instruction in order for the diverse needs of all learners to be met. There are three areas addressed in the UDL: engagement, representation, and action & expression. I think the most simple way to think about each of these components is as the “why” “what” and “how” of learning. In the engagement area there is a heavy emphasis on sparking students interest and providing multiple means of engagement. Some ways we can do this in early childhood classrooms is through offering choices in order to gain students interest, varying demands depending on child’s levels/needs, and encouraging/supporting collaboration among learners. In the area of representation the emphasis falls on offering multiple means of representation in order to meet the needs of all diverse learners who have many different ability levels and strengths/needs. When you are teaching in an inclusive classroom with children with disabilities who are at risk, and typically developing children it is important that we make a conscious effort to be flexible in our abilities to offer information through accessing children’s senses in different ways. Some children may learn best through verbal instruction while others may need hands on interaction in order to grasp the concept. We must spend time in the beginning of the year learning about the ways our students learn best in order to accommodate the curriculum and our instruction to best meet their needs. Lastly, the area of action and expression emphasizes the importance of providing options for our students to show what they know as all students have strengths and needs in different areas. For example, some students who may have a disability which affects his/her motor development may need support or other options during writing or painting activities.
How can UDL be applied to your own classroom or teaching?
In the district I work in we have had several different training sessions surrounding the UDL and we work in our planning teams to incorporate aspects of the UDL into our curriculum and instruction.I feel as though I have already applied UDL to my classroom and teaching in several different ways, but there are always ways I can do better! This year I have modified my engagement through offering choices throughout the day. In the beginning of the day we start with a question of the day which always allows the children to pick between two choices. Some days the questions are not open ended with a correct answer, but most of the time I try to modify the questions to be open ended. I also love to offer choices for read alouds, songs, seating, warm fuzzy parties, and stickers. I notice that when I allow for my students to choose between two things (i.e. two different curriculum books) they tend to seem more engaged and willing to make connections and participate in the read aloud. Next, the Creative Curriculum is great because it allows for us to have a lot of freedom and flexibility with the ways we plan our lessons and implement our instruction. Although we work in our planning teams to make a game plan for the learning targets for each week we will often all walk away with different plans for how that instruction will look in our individual classrooms. For example, I have several students in my classroom who I know learn best through hands on activities and others who learn best from visual and auditory representations. During our large group zoo phonics lessons I will typically incorporate auditory representation through introducing the letter name, the character who goes along with the letter, and the sound the letter makes with a motion attached. I will then show a letter of the week video that corresponds with the new letter as a form of visual and auditory representation and then we will do a hands on activity in order to learn how to build the letter with lines/curve cut-outs, play doh, or whiteboards. Through all different forms of representation I am able to reach the needs of each of my students.
Amber,
Thank you for your detailed answer to the questions, how UDL can benefit the ECSE/ECE classroom, and specifically how you have used it in your classroom. As a teacher, you are very tuned into how your students learn, and to the diverse needs of a classroom of many students. You mentioned offering the students choices (representation), varying the demands of the lessons (engagement), and supporting collaboration amongst your students (engagement). You also mentioned varying visual and auditory representation. Do you have ways, in your classroom, that you have been able to allow the students to respond to information presented in various ways as well?
I love the idea of the question of the day. Do you come up with questions based on the students current interest? Or from your curriculum?
Thanks for your enjoyable post. Have a great weekend.
Jana hawkins
Hello! I am a graduate student attending virtually through the University of Northern Colorado. I am working towards a Master’s Degree in Special Education with an emphasis in Early Childhood. As part of a class assignment, we are studying UDL methods.
1. How can UDL be applied to EC/ECSE curriculum and/or instruction?
Providing choice is important for all ages, but is a great way to exhibit some control over the ways our youngest students exert their independence. We can enable them to show independence and make great independent choices through providing choices in the activities in which they may engage. Since students approach learning tasks very differently than each other, we want to provide different ways to access that learning, and that is done through providing choices. In the ECSE setting, I can provide options in materials that students can have choice over. The options can also vary in culture, language, and ability, to account for ALL students. Another great way to apply UDL to ECSE instruction is through varied sensory stimulation. Some children can take in a lot more in terms of sensory input than others, so providing choices that allow students to control how much sensory stimulation they are experiencing can be key to regulating that.
2. How can UDL be applied to your own classroom or teaching?
It is really important to provide engagement for all learners. UDL has many options for ways to engage students through choice as well as varied means of materials. The more engaged students are, the more motivated they are to keep learning. This differs greatly for each child, so a top priority in my classroom is to know each child individually so that I can know how to incorporate engaging and motivating lessons and choices for my students interests. This enables the development of self-determination, brings students pride in their accomplishments, and increases the connection students feel towards learning. These are some ways to provide effectiveness in the classrooms towards engagement through UDL.
Hi Jennifer,
Your thoughts on sensory stimulation approach to learning and having it the key to regulation during learning is a great idea for them to stay engaged in the activity. I use a multi-sensory approach to learning. This approach to learning, I learned through my trainings in Orton Gillingham. His approach is not a student directed approach, it is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals. I do agree with your idea of the students choosing the sensory item they prefer to help foster their way of learning as well as knowing what sensory items would keep them engaged.
Jennifer,
I loved the attention to sensory stimulation as a way to practice UDL. I think that many of us think about UDL in terms of physical, emotional, or educational environments, and forget specifics of each (such as the sensory piece).
Thanks for sharing!
Jana Hawkins
Hello my name is Abigail. I am a graduate student working for my Masters in early childhood special education at the University of Northern Colorado. I am currently working as an itinerant ECSE teacher traveling between two schools and four classrooms.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
Before UDL can be applied to the curriculum and instruction, the teachers need to understand the child’s level. Children do not know what they need to be successful in the classroom, and it is our job to help them figure it out. UDL gives each child a fighting chance to succeed in a classroom since not one child will learn the same way. Teachers can provide visuals when demonstrating a new skill or asking them to complete a task, breaking down the steps into smaller steps for children that need things broken up. When teaching a new topic, provide different ways to learn a new topic, such as watching a video instead of only reading a book. When teachers read a book and encounter a new word for students, they can stop and discuss the word and show a picture for the visual learners—in small or large groups, breaking down the activity or providing a more challenging task for a certain student—figuring out students’ interests and allowing them to guide what they will be learning for the specific unit.
How can UDL be applied to your own classroom or teaching?
Being itinerant makes teaching a little different for me when it comes to working with my students. I benefit from working closely with my gen ed teachers that allow me to push into their lesson planning to help make suggestions and incorporate UDL into the classroom. When I work with students on academics, I initially had the families fill out their preferred activities/toys/movies and create academic tasks off of the preferred item to help children be more engaged. I also make different activities for each of my students because not one of my students is at the same level, so that it might be the same idea but modified to meet each one’s needs. When presenting new material, I make sure I have multiple means of material for the children to learn, watching a video on the iPad, painting the letter, and listening to the sound. The teachers will read a book three times a week and ask questions. I helped the teachers create scaffolding questions to reach all the students. We review the schedule each day and have it presented in visuals and text; in my classroom, we also provide Spanish for our children learning both languages.
Hi Abigail,
I found it very meaningful that one of your initial interactions with families was to have them fill out their preferred activities/toys/movies and then create academic tasks off of those preferred items. What a great way to involve families and enhance engagement! This ties in very well with your first paragraph about how not all children learn in the same ways and how important it is to provide multiple means of materials for the lessons and curriculum we teach. Figuring out ways to support all learners through incorporating UDL and the ideas you have outlined will lead to student success and improved instructional practice.
Abigail,
I enjoyed reading your post. You mentioned many positive things about including UDL in the early childhood classroom, such as making sure each child has a chance to learn by adjusting lessons. You mentioned using the students interests to drive learning (engagement), varying the level of difficulty and adding scaffolding or modifications as needed (representation/expression), and varying the materials used in your classrooms (representation). It also sounds like you and your team have a great collaborative approach to teaching. I like the way that you work together offer scaffolding to reach all the students, as well as offer review and feedback. It sounds like your classroom is using UDL, and teaming very well.
Have a great weekend,
Jana Hawkins
Abigail,
I really like that you pointed out the importance of understanding each child’s levels and needs. You are absolutely correct that it is our job to make sure students have what they need to be successful in the classroom as this is not something young learners know for themselves. Providing multiple methods of instructions is critical for determining what strategies work best for each student.
I also appreciated your reply to the second question and the way you utilize families to help with understanding what keeps children engaged. I think too often teacher forget how crucial family is to the team and don’t utilize the knowledge they have about their own children.
Hello Fellow Educators,
I am Tiffany Rollins. I am a graduate student at the University of Northern Colorado, and I am currently working on my master’s in Early Childhood Special Education. I work as an Itinerant Special Education Preschool Teacher in four inclusion classrooms. I also worked in the early intervention field (birth to three) for over five years.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
Universal Design for Learning (UDL) is an approach that helps a diverse group of learners successfully acquire the why, the what, and the how in learning. This approach can be applied to Early Childhood and Early Childhood Special Education in countless ways.
The first principle is multiple means of representation allow young children to learn in a variety of ways.
No matter a young child’s home language, non-verbal supports can be given, such as pictures and visual schedules. Pictures can aid both educators and students in communicating with one another. Having these visuals be clear, large enough, and accessible helps young learners use them to communicate.
Providing multiple means of action and expression is the next principle in the UDL. This principle allows young learners to be given a variety of choices. The same manipulatives can teach a variety of skills to expand a young child’s learning. Scaffolding is used in this principle to help provide students with the support they need to succeed in a task.
The final principle is providing multiple means of engagement. This principle supports young learns to be able to learn by what motivates them. Even at a young age, children can show a preference for learning. Setting up a safe learning environment allows students to learn. A child should know the routine and should be given warnings about any changes. Students should be given the opportunities to work with peers in a large group, small group, and independently.
How can UDL be applied to your own classroom or teaching?
I use UDL in the classrooms I visit by providing multiple supports for my students and by using multiple means of engagement. I use pictures to help non-verbal students communicate. While I set the expectations for students to ask me, “is it safe?” before running to greet their parents at the end of the day, a nonverbal student hands me a small picture of an adult to demonstrate their understanding of asking before running to greet their parents.
While students rotate in small groups, I will follow students to help provide scaffolding and individualized support. While the small group activity might be counting to 10, I may help a student count to 4 because they have never counted past 3.
Finally, I will use a student’s strengths to help teach new skills. An example of this is, some students respond well to music. I will use songs to teach colors, shapes, letters, and counting. I might also make up a song on the spot to instruct them to line up at the fence when recess is over or when it’s time to clean up.
Hello Tiffany. I really appreciated you pointing out engagement and how important it is to motivate the child in learning in a classroom or play setting. Engagement also builds connections, which then, I believe will lead to the child modeling what we do and say.
I also enjoyed focusing on the student’s strengths and building on those. At times with assessments and tracking, we focus on what is lacking. This is a great way to focus on what the child can do and add to that.
Hello Tiffany,
I love the idea you have regarding children asking you, “is it safe?” This is an essential skill for children to learn and how you break it down for a child that is non-verbal also. I also love using music to teach children new skills, I feel I catch myself singing everything, and I often create my own tune and lyrics. Many of my students love it, and I will overhear them signing hand washing songs when going through the steps.
Hi, My name is Emily, and I am a graduate student working towards my Masters in Early Childhood Special Education. I currently teach in an inclusive classroom of 16 preschool age students. We are currently in the middle of studying UDL, and our assignment for this week was to jump onto this website forum and answer the following two questions.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
Throughout our lives we have heard at one time or another the phrase, “one size fits all.” The UDL (Universal Design for Learning), does not fit into the one size fits all category. Teaching and molding a child are done in a variety of different methods and ways. Universal Design for Learning is a federal educational law that scientifically validates a framework for guiding education in the classroom through being flexible and decreasing barriers to curriculum instruction. Having flexibility in the way a teacher presents information through their curriculum and instructions will help the student respond, demonstrate, and engage in different ways. Flexibility with UDL can be customized to fit the learning style of any student and be adjusted at any time for individual learning needs. UDL also “decreases barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient” Higher Education Opportunity Act of 2008, P.L. 110-315, §103(a) (24). Combining the EC/ECSE curriculum and instruction with UDL give children of all ages access to age appropriate education content. Children with disabilities and their families have a door open for them to achieve academic standards that are set in every school district within every school. In the last few days, I have spent time reading and adding to my knowledge of UDL. The following three principles can and should be applied to an ECE/ECSE classroom.
• Recognition or “what” of learning provides various options for children to understand what they touch and hear via perception, comprehension, language/symbols, and closed caption. The brain identifies what it sees, hears, and reads and then puts it into categories for the child to understand and retrieve at a later date.
• Expression or “how” of learning provides various options via writing, speaking, drawing, video/audio recording, and word processing that helps children express and demonstrate themselves. The brain has strategic networks in which it plans for taking in and performing the tasks that are placed before the child.
• Engagement or “why” of learning provides various options for affective learning and engaging the children by using their interests/motivation and the right challenge in activities and learning opportunities. The brain has dimensions of how each child can be motivated to learn by engaging in all activities offered.
How can UDL be applied to your own classroom or teaching?
In my classroom I use Creative Curriculum. Within the framework of creative curriculum, I have taken the three principles recognition, expression, and engagement of UDL and implemented them into my classroom of 16 exceptional, diverse learning students. Here are some examples of what I am doing in the classroom.
In the area of engagement, that reduces threats and distractions, I vary the level of sensory simulation in my classroom. I teach in increments and give breaks and I turn down the lights if the noise level is too loud. If one activity isn’t working or is just not going to work with the mood in the classroom at the moment, I move to something else and will come back to it.
For instance, my large group each morning is 30 minutes. We sing a welcome song, go over the schedule for the day, count friends and then we get up and shake our sillies out with some kind of dance on the tv. Then we sit back down and go over letter of the week, the day and date of the week, and then weather. We talk about our targets or goals for the day and then we dance again.
Last week we were getting ready to do small groups. I could tell that the kids were not ready because they were loud, and some were crying. I opted to move small groups to after lunch. I had them sit down on their spots, turned off the fluorescent lights above and put on yoga. After a few minutes you could see the mood in the classroom had changed. In my classroom it is about leveling out the sensory input and output that is happening in the classroom.
In the area of expression, guiding effective goal setting, I have a daily schedule posted with pictures and words to reach every learner. My goals and targets are posted on a white board with pictures and words on my students eye level so they can seem them. Each day I go over the targets for the day and at the end of the we discuss what we accomplished, learned and we put checkmarks by the targets we accomplished. Some days the targets are not accomplished and that is ok. Upon looking back at why we didn’t accomplish the goal or target I saw something else transpire that needed to be taught or taken care of that day that was more important.
In the area of representation, providing areas of comprehension, I always go over what was learned yesterday as a review. I put up a power point each day that highlights what we learned yesterday. Then I move into what we are learning about today. I use Creative Curriculum in my classroom. Within that curriculum, my class and I read books three times over a couple of weeks with different discussion questions. Those discussion questions always ask about what was read last time and what will we learn this time. Vocabulary is presented in all different formats so that the individual learning style of each child can comprehend what is being taught. For instance, the vocab words for that particular day are up on the board in my power point presentation. If the word is insect for the day, I have a picture of insects, then the word in English, Spanish, Urdu, Arabic and Chinese.
Applying UDL in my daily creative curriculum lesson plans gives me the opportunity to bridge what they knew before to what they are going to learn today, to what they are going to gain tomorrow.
Hi Emily. I really like how continually add large body movements to your classroom and follow the need of the class. I think adding yoga to the class is a great idea and I had not thought of that before. I also like how you review what you learned yesterday before you move onto the next objective. I know when I do that, it gives me a clear inclination of what my students and retained and what I need to revisit. After completing this type of review, does it give you ideas on where you can implement UDL?
Hi Emily,
I enjoyed reading your post. I find it very interesting how everyone provides UDL in the classroom. I love how you watch and listen to how your children are acting, that you decided to postpone small group and allow children to calm down and relax so beneficial for children. How you provide the word of the day is so smart, I never thought about presenting it on a PowerPoint, and how easy it is to provide a picture and, in your case, so many different languages. You sound like a fantastic teacher, and your students are very lucky to have you.
Emily, I have enjoyed reading your post and loved the way you have broken it down to the “what and how”. This made it clear as an educator to understand more background knowledge on a purpose and reason to learning. I found many similar routines in your schedule as in mine as well. First I am currently using the creative curriculum after years of using OWL I am finding a struggle with project-based learning. I am curious if you found the UDL helpful in supporting or reflecting on what that looks like in a creative curriculum classroom because as you know the curriculum is very particular in a classroom setup and materials needed? Again my class is similar to yours in which we do a whole group lesson and then break into small groups and centers at the same time rotating. It was great that you were able to see the struggle in your class and change your schedule to fit the needs of your class. I am also finding that sometimes when a schedule change is out of your control it gives you a feeling of being helpless. An example is I have had the last recess of the day the last two years, this makes for a long day for some students who would benefit from a break during their day and not waiting until the end. Do you have any suggestions besides creating more movement in the day since we already have included that?
Lastly, I applaud you in your goal for expression and it seems as if you have done a good job of including that in your classroom and hope that the UDL has been helpful in supporting your goal this year.
Hello. My name is Shauntell and I am working towards my Masters in Early Childhood Special Education at the University of Northern Colorado. We are currently learning about UDL.
• How can UDL be applied to EC/ECSE curriculum and/or instruction?
UDL is the approach that we want to teach children in any age group. The first principle under UDL is to use different methods of instruction (accessing the concept). This can be implemented in Early Childhood curriculum be using pictures, having the children dramatize the situation, exploring, and bringing it back to real life situations for the children. Giving the child an option to listen to the text or read the text themselves is another example of this first principle.
The second principle with UDL is providing multiple means of actions (building on the concept). Applying this into Early Childhood can be seen as letting the child choose how they are going to complete a spelling test. They can write the words down or spell them out loud to the teacher. Some children may struggle with expressing themselves orally, we want to give them another means to be successful.
The last principle under the UDL is giving different ways for the child to engage in the learning (internalizing the concept). This may be applied to Early Childhood by letting the children choose how they engage in learning. Some children will be engaged listening to a story, where as some children would be more engaged in watching the story on a media device. Another child may want to draw a cube on a piece of paper and a different child may want to make a cube with playdough. It is teaching the same concept, but letting the child choose the way the best engage to learn the concept.
If teachers incorporate some of these concepts, it will give the children purpose for what they are learning, in a way that each child learns best. Even though adding these concepts may be difficult at first, I believe in time using UDL will become a natural way of teaching.
• How can UDL be applied to your own classroom or teaching?
I am currently not teaching children, but one of the easiest ways of applying UDL into the EC/ECSE curriculum or instruction is by labeling objects throughout the classroom with a picture of the object, the word in English, and the word in the different languages of the students in the classroom. Promoting different ways of learning and teaching. Applying scaffolding would be a huge asset to the children, because the children will all master a skill at different times. Some children learn best hands on, others through stories, or through media. Making sure the classroom and centers have enough space for walkers or wheelchairs will help make the children successful with curriculum or instruction. I can imagine a teacher telling the students to go sit around the table and then there not be enough room for one child who is in a wheelchair. We want the whole space to be available to everyone, no matter their mobility, so they can focus on what is being taught. Provide various ways for the children to sit in the classroom, one child may use a carpet square, a cubed chair, or specialized seating for sitting. When giving directions to the children, speak the directions, use gestures, print, or signing will help an array of learners.
Looking at UDL as a truly universal way of learning. I teach adults and I can use UDL when facilitating their lessons. This can be seen by me using PowerPoints for those that like to follow along. I add video clips, to help the visual learners. Giving time for the participants to read the material and then discuss it as a group. I have even had the adult’s role play concepts. That is the beauty of UDL is that is not meant to fit one size or one age group.
Hi Shauntell, thank you for sharing your ideas in this post! It was interesting to hear ideas from someone who is not currently in the early childhood setting. You did a really awesome job connecting the components of the UDL into your work with adults. What is it that you currently do with adults? It sounds like you are working hard to provide multiple modes of representation when planning your lessons. I love the idea of role play with adults. I wonder how that goes for you? What kinds of lessons do you use role play for? I didn’t even think of role-play as another mode of representation when writing my initial response but it’s such a great idea! Even in the preschool setting we use role play sometimes and the kids LOVE IT! We will use role play a lot during our Dinosaur School (social-emotional curriculum) lessons which is super beneficial for when real-life situations occur. Some of my favorite topics to practice role play are for turn-taking, problem-solution situations, and acting out emotions/feelings. Thanks again for sharing your ideas with us!
Hello everyone. My name is Rosa Mejia. I am attending the University of Northern Colorado. I am studying to be a Special Ed teacher. My assignment is to explore the UDL guidelines. My goal is to gain new knowledge in this cite so that in the near future I can have access to apply this information in my classroom.
How can UDL be applied to EC/ ECSE curriculum and instruction?
Conn-Powers et al., 2006 states, UDL consist of designing classroom environments to focus on a scope of abilities and needs. Including adaptable goals, and facilitating learning experiences to encourage participation and engagement. Teachers focus on providing a variety of leaning activities, techniques and strategies to facilitate endless leaning opportunities for all the students. Universal practices are beneficial to all children for the following reasons: these practices support children to participate in the general education curriculum. Furthermore, these practices support individualization, and specific progressive learning stages. In addition universal practices are designed to reinforce common outcomes and also to show educators how to follow state learning standard guidelines (Grisham-Brown et al., 2017).
How can UDL be applied to your own classroom or teaching?
I can vision myself using the UDL practices in my classroom environment by applying the following strategies: designing a schedule to meet the needs of all children, organizing the learning environment to support all children to participate and to feel safe to explore in their leaning environment. The next UDL practices is setting up social environment and delivering instruction. It is important to provide a variety of learning activities; such as, child directive and teacher directive. Provide classroom projects that encourage students to collaborate to complete the assign task. The third UDL practices, I think is vital for all educators, creating strategies for developing and planning the content of instruction. I think this is the core knowledge of teaching your students. As an educator, I think is important to observe what my students are interest on learning so that I can work around the school curriculum to provide leaning opportunities and individualize their academic needs. So that every student make progress in their academic outcomes (Grisham-Brown et, al., 2017).
Hi Rosa,
You have done a good job covering many of the important points regarding how UDL can be applied to curriculum design and instruction. In terms of being clear in your writing, I’d suggest reading through your response to make sure that your sentences are complete and that simple punctuation is checked, such as commas. I know it may sound petty, but the thing is, when you communicate with parents, you will be judged by the way you use language… I know this from experience:) I think that your understanding of UDL is solid, but do you see any potential challenges in the broad statement “to meet the needs of all children…” How do you break that down into a classroom situation that invites every child to thrive?
Hannah Lausa
Hi Rosa, thank you for sharing your ideas on this topic! I think the ideas that you shared are all great ways to incorporate the UDL into your classroom. I specifically enjoyed the emphasis you made on the importance of observing what your students are interested in learning. I wonder if you have any ideas on how to gather this information in order to best get to know your students. I personally find it challenging sometimes to find the time to spend one on one to really get to know my students interests and guide my instruction around their interests. One thing I have found helpful with this is through providing choices/options as much as possible. I think if we pay attention to the ways that our students choose it can help us to get to know them more and figure out their interests deeper than just their favorite colors or movie characters. Any thoughts/ideas you might have in addition to that are appreciated in advance!
Thank you Rosa!
Hi,
My name is Lisa Ratelle. I currently attend University of Northern Colorado attending the graduate program for Early Childhood Special Education. I hope to one day open my own practice as an Independent Educational Evaluator.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
Universal Design for Learning can be applied in many ways within an EC/ECSE curriculum and or instruction. It is an approach to strategic planning by teachers in order to fit individual needs. It is important in early childhood to enhance the different learning styles in students. When applying the universal design into the curriculum it important to know your students’ strengths and weaknesses and how they learn. This can easily be done by asking what they want to learn that day, providing different choices for the content used, the tools used for gathering information or producing results, asking the parents, or noting what certain formats helped students excel. In addition, by providing different formats within the instruction to fit the needs of different learning styles should include digital books, text-speech, images or charts, learning games, videos or music. Furthermore, it is also important to incorporate the students to take part in their learning goal for the lesson this will help keep them motivated and engaged. Lastly, when applying UDL into instruction, the teacher must be cognitive when there are several students who learn in the same way or who have common interests, these can be grouped together for specific activities in the classroom.
How can UDL be applied to your own classroom or teaching?
Applying the UDL in my classroom would benefit my students by giving them the opportunity to purposefully engage and the motivation to learn. I currently use multiple UDL strategies within my classroom. A great example I use from UDL is creating classroom routines that help students feel secure. Many of my students are with ASD and by establishing a set schedule and routine helps them adapt to the classroom environment quicker and more efficiently. This design is also helpful with typical kids. Providing a flexible classroom, physical space where they are learning, flexible seating arrangements, and furniture arrangements will make students feel more comfortable (which in turn makes them be more productive). As I reflect on my teaching, I would like to be more cognitive of providing more feedback to my students to help them develop goals and strategies to help them reach their goals. When giving feedback, the universal design for learning mentions helping students through there own self-evaluations such as asking them questions. I would really like to focus on this section in my teachings because self-reflecting is so important. For example, asking questions such as, “Do you think you reached your learning goa today?”, “What do you think you could have done differently?”, “How would you reach your lesson goal tomorrow?”. I am excited to incorporate these ideas into my classroom in the near future.
Hi Hannah,
Great job describing the major components of UDL. The outline to UDL is very comprehensive to both teachers and parents. You gave a great scenario of a simple approach to threading that can foster diverse learners through the UDL approach. Representations gives learners various ways of acquiring information and knew knowledge. As you mentioned, for those who have experienced hardship, trauma, or culturally diverse the UDL gives all the opportunity to succeed. We definitely need to take a few steps back and really understand/compare the “old school” way and start implementing new and innovating practices. Great post !
Lisa Ratelle
Hi Lisa,
You’ve done an excellent job of outlining the application of UDL for classroom curriculum planning and instruction. Your response is thorough and details the important aspects of classroom design. I wonder: You make a strong point about including your students in decision making about what they prefer to do, what they’re good at and enjoy, etc. Do you anticipate any conflicts when there may be behavior-related opposition to the group? I love the idea of giving the class choices, as long as you’re prepared for any child who doesn’t want to participate or pushes back. This has certainly happened to me! Even with UDL guidelines in place, staying in control of your classroom requires some psychological tactics beyond curriculum… do you agree?
Hi Lisa
I enjoyed reading your knowledge about the Universal Diversity Learning. You recapped an excellent point in the education field. I believe that is critical to always remember that in our classrooms we will have students with different learning styles. Our students will come to our classroom with a diagnosed, but that diagnosed does not make who the student is. We must get to know the students in a deeper way to discover their learning potential’s. Educators must be flexible and creative in their teaching styles because sometimes your chosen strategies might not worked for half of the classroom. Our education field changes all the time, and that is okay because we want to provide the best education for our students. I love your point about providing opportunities for your students to reflect in their education goals. I worked with pre-school age students and I myself try to always helped them reflected on the choices that they make when they are solving a social conflict. By providing choices and time to reflect, we are preparing them for a brighter future. I believe that teaching is a complex process, students will arrived in our classroom with different learning styles, such as; with linguistic diversity and different economic levels. We must stride to gain present knowledge to provide the appropriate tools to reach our student’s goals and most of all to help them feel successful in their learning environment.
Hello,
My name is Hannah Lausa. I am currently a graduate student at the University of Northern Colorado. I am working towards a master’s degree in Early Childhood Special Education with licensure. In my current class we are focusing on UDL guidelines and how to incorporate them as an EDSE. My instructor has provided me with a great amount of information about the UDL guidelines and is encouraging us to participate in an online discussion.
o How can UDL be applied to EC/ECSE curriculum and/or instruction?
Because UDL offers a way of thinking about teaching and learning that provides all students an equal opportunity to learn, it can be applied to classroom curriculum learning and planning as well as instruction using an educational design platform easily translated into implementation. It offers creativity, innovation and considers individual differences among students. The nonprofit organization CAST (CAST.com) is driving their insights into the learning sciences to encourage and support the shift to flexible lesson goals, more flexible feedback and evaluation, designing flexible workspaces and assignment options that can reach children who may have learning/thinking differences. UDL can be applied to curriculum by calling on a teacher’s creativity, empathy and compassion for individual differences among their students. Innovation is encouraged and instead of a rigid platform to copy, now teachers can adjust and adapt learning goals to reach every child in an inclusive, purposeful way. All learners can thrive by optimizing motivation and varying the methods by which we measure success.
o How can UDL be applied to your own classroom or teaching?
As I progress through this master’s program, nothing feels as exciting and inviting as the application of UDL to my future classroom planning. Finally, an acknowledgment that a “one size fits all approach” to curriculum leaves too many children falling through the cracks, and that without applying leading edge practices, using old ways of EC instruction remain uninspired and lacking in flexibility.
By using the three principles of UDL: Representation, Action & Expression, and Engagement, the elements will result in a classroom curriculum that offers more than one format, different options for students to show what they’ve learned (without the expectation of mastery) and will allow students to make choices within one subject focus. For example, with toddlers approaching a simple threading project using empty spools with yarn, there may be, within one group, those who can make a necklace, or those who choose to simply try to fit the yarn through the small wooden thread. Instead of judging the black and white version of success, UDL allows the teacher to meet the student where they are while offering compassionate feedback within the classroom lesson goals. This can be tremendously positive in regard to cognitive neuroscience- in which a child who has experienced trauma, whether it be from poverty, living in foster care, or being an immigrant, will be afforded the opportunity to succeed on their own terms. The growing field of UDL is creative, provides international research, and is well suited for the changing world of education… that can use a restart.
Hannah, Thank you for your wonderful post. I too agree that the idea of “one size fits all” is not applicable to any students in a classroom. I love the example you gave of the threading project. Each child is going to have their own idea and goal of what they need to learn and accomplish. In my own classroom, I do a variety of different writings each Monday for small groups. I have four small groups that meet for 20 minutes each day. One group is writing. Some of my students are barely three and are learning how to hold a pencil or small crayon. There target goal is to hold the pencil or crayon correctly and try to circle lady bugs or fireflies on a piece of paper. Another child in that same group is learning how to trace his first and last name. Another child is learning to write his name without any tracing but by looking at the name written above. Another child knows how to write their first and last name so they are working on their phone number or address. I love that each child has their own goal and can succeed in their own success and the success of others. Emily
Hello, my name is Krystal Cummings. I am a graduate student at UNC working towards my MA and licensure endorsement in Early Childhood Special Education. I currently teach in an inclusive preschool classroom along the front range. My EDSE 533 instructor informed me about this page. I am here to complete a discussion board post and to respond to two of my peers posts.
The first principle of Universal Design is encompases strategies that incorporate multiple means of presentations for material being instructed. This provides the teacher with the authority to review curriculum activities and to make adjustments so that all students are engaged and learning. For example, if the vocabulary is not accessible to the student, it can be reworded to make sense, or directions can be simplified so as not to confuse the learner. The use of visual supports is another UDL that students who are visual can access the classroom routines independently with visual schedules and directions that depict the steps needed to complete the activity.
The second principle of UDL is to provide multiple means of action and expression. This is very important for children who have disabilities and all children who learn in unique ways at different levels. This can be done by providing options as to allowing the student to respond using sentence starters, allowing the use of inventive spelling, pictures, or dictation. This is of particular importance, because students can become overwhelmed by the writing process, to the point where they can no longer effective;y express their ideas and thoughts.
The third principle of UDL is providing multip-le means for engagement. This can be done by giving students special jobs, allowing them to select their own, or encouraging them to find a need within the classroom that needs to be filled. Activities presented can be designed to have a balance of hard and easy tasks so that the student doesn’t get discouraged and can notice their improvement. Teachers can also help students set goals, plan the steps needed to reach them, and help them problem solve along the way.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
UDL can be applied to any classroom but especially an ECE/ECSE classroom. Everything that occurs within that setting is a possible learning opportunity. I feel that teachers in these settings naturally do this everyday, due to the fact that children of this age have a wide range of development and are in many different stages. Teachers can present instruction using multiple modalities to help the information take root in the learners mind, and accommodate all the learning styles. Teachers can also provide multiple ways for students to respond and express their thoughts and feelings, and provide visual cues for directions, routines and schedules during the day.
How can UDL be applied to your own classroom or teaching?
Currently I use many UDL’s for my students. I have implemented all the suggestions listed in this post at this point. However, I think I could improve in the area of providing multiple means of presentation. One way I could do this in a reasonable amount of time would be to utilize technology. Young children are so intuitive when it comes to tech, and are motivated simply by its incorporation into lessons. When defining vocabulary and explaining ideas technology can be very helpful.
My name is Jennifer and I am a student at the University of Northern Colorado and am taking a class in early childhood special education. Ways UDL can be implemented in EDSE curriculum and instructions are by ensuring we include several different learning styles, different ways to engage students, and provide students with different types of learning to express what they know. Some ways we can apply these guidelines are by providing children alternatives for physically responding or indicating selections for things like marking with a pen or pencil, mouse control (in Covid times), and other fine motor skills. Another way UDL can be applied to an ECSE setting is through various ways in which we present materials by offering various texts (including in different languages), graphics or animations, and at appropriate visual sight-lines for children to access these texts and graphics.
Hello Jennifer,
I totally agree with you that we as a teachers need to present content in different ways to engage all students. It is crucial to take into account our students’ learning styles when planning instruction so they can understand, access, and learn the content. In order to do this, we must get to know our students and plan meaningful instruction that meets their needs. I also like the idea of providing children alternatives for responding and indicating selections. In our school, we are working on how to support our students in responding. We are allowing for differentiation in responses such as pointing, one-two words, full sentences, etc. I believe that this are great ideas as we support our diverse learners.
Thank you for sharing,
Noelia
Hi Jeniffer,
I completely agree that UDL is an important aspect of classroom instruction. With increased differentiation for student participation, student engagement increases and with it learning. This allows children to work with their strengths can promotes competence and self-esteem in students.
Hello,
My name is Noelia Corral Schnaare; I am a graduate student of the University of Northern Colorado. I am working towards an Early Childhood Special Education Masters Degree. My instructor has provided me with a great amount of information about UDL and directed me to comment in this blog as a part of an assignment.
• How can UDL be applied to EC/ECSE curriculum and/or instruction?
I believe that the Universal Design for Learning can be applied to any ECE and ECSE curriculum by providing specific instructional strategies to teach the content making it accessible to all learners. These instructional strategies include the use of supports such as visuals, realia (real objects), and technology to present new content to students. Rather than assuming that all students understand and acquire new knowledge in the same way, instruction must be delivered in different ways to make sure that the content is accessible to all learners. In the same way, curriculum developers must include different ideas as well as materials for presenting the content and making it accessible for all students including children with exceptionalities, for example, students with visual and hearing impairments.
In addition, it should be a point of interest of curriculum developers to include different ways to make the content comprehensible for all learners because not all teachers are familiar with the UDL and to modify the instruction to meet the needs of all learners in their classroom.
I feel that several curriculums are planned for auditory learners and yet lack resources to meet the needs of students with hearing or visual impairments as well as nonverbal students. However, with the use of the UDL guidelines and strategies, teachers can make certain that the need of all learners are met. UDL supports teacher understanding that we, as teachers, change and adjust the curriculum to meet the needs of the students rather than attempting to change the students to meet the expectations of the curriculum.
• How can UDL be applied to your own classroom or teaching?
I would use the UDL guidelines to support the needs of all students. First, I will make sure that I present my instruction in different ways to make sure that the content is accessible for all learners. All students learn in a different way and style such as visual, auditory, tactile, kinesthetic, musical, etc. I will include different means of instruction such visual, tactile, auditory, and technology to meet the need of all students. I would also present the content in different ways so students better understand and acquire new knowledge more easily. I would also prioritize learning about each student’s culture and traditions. This knowledge will be very helpful for planning my instruction as that knowledge and familiarity will support me in activating students’ background knowledge when presenting new concepts, which is an important strategy of the UDL guidelines.
Thank you for reading my comment!
Noelia Corral Schnaare
Hi Noelia,
I enjoyed reading your post this week! I liked how you mentioned that we should not assume that students understand and acquire new knowledge in the same way because every child learns differently. It’s essential that teachers deliver instruction in different way to accommodate all of the learners in the class. Not only should this happen during instruction, but it should be incorporated into the curriculum as well. WWC really opened up my eyes about the curriculums different districts and centers use because not all curriculums are diverse enough and they don’t reach all student needs.
I also enjoyed how you mentioned you’d incorporate student’s culture and traditions into the classroom. This would really get the learners engaged and focused.
Great post this week.
Cara
Hello Noelia- I agree that the planning that goes into curriculum instruction is geared more toward auditory learners. It is up to the instructor to carefully plan the day’s lessons so that different modalities are being used to deliver instruction. Not only does this address the learning needs of diverse populations, but provides multiple anchors for the information to take root in the learner’s mind. One strategy I enjoy incorporating into my lessons is activating prior knowledge. I know this really helps me as a learner, and information presented in this way is always easier to remember for me.
Take Care,
Krystal Cummings
Hi! My name is Cara and I have just started my master’s degree program at the University of Northern Colorado. In one of my courses, we are discussing the Universal Design for Learning. It’s one of our assignments to post on this website, so hopefully this will work. I am from Denver, CO, but I have been living in Grand Junction for the past 9 years. I have wanted to be a 1st grade teacher since I was in 3rd grade, and I knew I wanted to do something with special education when I began middle school. I followed my dreams and attended Colorado Mesa University where I received my associate’s degree in early childhood education. I then taught at a title 1 school on the western slope. I was the lead preschool teacher for 2 years and used the UDL guidelines in my classroom and my instruction. I had a lot of students with disabilities in all of my classes, and my passion for special education beamed. I decided to go back to school to get my bachelor’s degree in early childhood special education, and I recently graduated with my teaching license. I have now started my graduate program in ECSE and I can’t wait to see where this next journey takes me.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
Teaching young children is very important, and these UDL guidelines should be used/implemented into the classroom on a daily basis. There are three main sections/headings that the UDL guidelines cover. These include: representation, action and expression, and engagement. Under these three headings are different subheadings for accessing, building, and internalizing. Using these guidelines in the classroom will help a variety of learners since we know that everyone learns differently. In the representation column, the teachers focuses on the “what” of learning. Some of these strategies include providing alternatives for both auditory and visual information, defining different vocabulary terms/symbols, and providing/activating students prior knowledge before introducing a new unit/topic. The second column (action and expression) emphases the “how” of learning. Some of the techniques that can be imbedded into the learning environment are providing a variety of ways for students to respond, keeping appropriate tools for composition and problem solving, and to incorporate effective goal setting for each individual learner. Now, the engagement column focuses on the “why” of learning. This section seems essential to me because if students don’t have a “why” behind what they are learning, then it’s going to be hard for them to actually learn new information. Some of these approaches to implement into the classroom are to increase individual choice and autonomy, use an appropriate amount of positive feedback to each individual, and to develop self-assessments and reflections throughout the year.
If teachers incorporate some of these strategies into their teaching/instruction then students will be ready to learn with a purpose and the teacher will be reaching the needs of a lot of his/her learners. It’s hard to try and incorporate all these strategies right away, but if you slowly start doing things then it will be worth it in the long run. It’s also crazy to think that some of these things you are doing in the classroom and you just don’t even realize it!
How can UDL be applied to your own classroom or teaching?
I am currently not teaching or working in a classroom, but UDL can be applied in many ways. When I was teaching, I think my strength was teaching the “why” of learning (engagement section of UDL). I am a very positive and outgoing person, and I take those characteristics with me into the classroom. I would constantly give children and paras in the room positive feedback because I wanted them to know I was watching/noticing what they were doing. Even if it was for something little, I would complement them. The more I gave positive reinforcers, the less behaviors we had in the classroom. I would also have the children set their own goals, and we would work on those goals throughout the year and change/modify them if needed. Scaffolding is a huge thing to incorporate into the classroom (especially for the younger children) because they have not independently mastered some skills yet. It’s important that the children know we are there to help them when they need, but it’s also important that they recognize and have the mindset to never give up when things get tough. Providing different skills in the classroom to a variety of students is essential. We know that all children have different learning skills, and that’s why teachers need to provide a variety of ways for children to learn. This is where the representation and the action and expression sections come into place. If children are always expected to verbally respond to something then that’s not likely it meets the needs of all your students. If you have the students respond verbally, demonstrate/act out, or even write their feelings/answers/etc. then you are reaching to a wider range of the students in your class. Also, there might children in the classroom with AAC devices so incorporating those pieces of technology into the lesson plans is essential. There are so many ways to incorporate all of these different guidelines into the classroom, but these were just a few things I had in mind.
Thank you for reading my post.
Cara Giancaterino
Hi, my name is Vicki Chinski and I’m a graduate student at UNCO in Northern Colorado. We are doing a unit on Universal Design for Learning which I also learned about in a previous class. I am currently a teacher of visually impaired for a public school district and I try to use Universal Design for my students and the others in their classes. It is so important that we make sure that all our students are able to access the curriculum and demonstrate their knowledge. In early childhood this is doubly important because we are figuring out what is the best way to present materials to the students and how to get them to demonstrated their knowledge. Some simple things can really increase accessibility for all students and will help everyone, not just the children with special learning needs.
One way you can adapt materials is to present them closer to the student, do it orally or simplify the pictures for those with visual impairments. This might also help students that need visuals to focus on the material. You can have students point who are non-verbal or use an alternative communication device to respond if they need that help. I think I use UDL in a lot of my teaching, but I work with my students individually. I think its important to provide the same access for all, for example when you have students who are blind make sure you talk with their peers and explain how important it is to push in chairs and not move things. I also work with the teachers in the classrooms and have them narrate what they are doing more and verbalize what they write on the board. We also work with the teachers to get materials ahead of time and get notes and other things ready in the right presentation format whether that is large print or braille. I also work with my students and their teachers to activate background knowledge, another area that needs UDL. That is one way to increase comprehension, it is fascinating to me how we take so many things for granted when talking to students. I was working with a student today and I had to explain post-it notes to him, he’s totally blind since he was an infant, and didn’t know what they were used for and I had to explain. This is just a small example but for many of our students, especially those who are dual language learners or have sensory impairments explaining and activating background knowledge is so important. If you all can give me more ideas that would be great, I am always learning.
Thanks for reading,
Vicki Chinski
1. Complete one (1) Your Ideas item from each major section (I, II, and III) of the Total = 3 ideas. For example section I (2.2), section II (5.3), and section III (9.1). UDL Guideline Educator Chklst-2.doc
1. My name is Brittany Pache and I am currently an SLPA working with the preschool and elementary age. I was asked to complete this DB as part of my work in my Graduate Degree of Early Childhood Special Educator at the University of Northern Colorado.
In Principle 1 (Multiple Means of Presentation), I like the idea of changing the layout and format of visual materials. Far too often in the classrooms, I see teachers using only print/text on whiteboards or slides. This doesn’t help our visual learners! They need pictures/visuals paired with texts. Some students require larger font sizes or color changes (1.1 customize the display of info). I really like the idea of using digital formats (thank you Covid for the direct application) of using technology to our advantage by allowing for customization of material to allow all students to access information at their level.
Principle II (Provide Multiple Means of Action and Expression) I loved this section! Communication and expression are topics that are very near and dear to my heart! I am so glad to see teachers using this option more and more, we know that not all students learn in the same way, the shouldn’t be required to respond or show their knowledge in the same way either. I really elevate section 5.1 (Options in the media for communication) as it allows students to respond and create answers in their own modality to convey their understanding. For example, if a student struggles with writing (difficulty in fine motor, language planning) they could benefit from orally responding or dictating responses to show their understanding. I have seen this approach be used in standardized testing as well, it is now listed as an accommodation “speech to text” or “oral response” to have more students participate and demonstrate their knowledge. I really love this concept because it doesn’t put a limitation on their expression or communication skills.
Principle III (Provide Multiple Means for Engagement) I focused on section 9.3 (Options that develop self-assessment and reflection). I found this section to be helpful for my current and future instruction as we know students need to be taught their emotions, coping strategies, and self-regulation/monitoring. However, I think it is important to highlight that this isn’t a simple task and isn’t black and white, all students learn in different ways and express themselves to varying degrees. As a teacher, I think having a system of checklists/point/goal sheets could be extremely helpful in tracking student growth as well as promoting conversations of student-led reflection. I currently work with the Affective Needs (previously Social-Emotional Disturbance) population and we use a point sheet system where teachers assign points towards a goal and the student also has the opportunity to assign themself points in each portion of their day. After each lesson the teacher and student conference to see if they gave the same score and allow for comments/conversation and reflection to occur which provides the student with immediate feedback which can help with challenging behaviors as well as reinforce positive behaviors.
2. How can UDL be applied to EC/ECSE curriculum and/or instruction? How can UDL be applied to your own classroom or teaching?
I believe these Principles can easily and should be applied to the Early Childhood/Preschool settings. By understanding that not all students learn in the same manner, and having a variety of tools to help them access and express their knowledge of new skills, we are helping each student learn to the greatest of their ability. By using a transdisciplinary approach we can collaborate with our teammates on what supports might be for each classroom and what challenges some of the children might be having. If we are cognizant of our UDL approach, we should be providing accommodations that benefit all learners and help bridge the gap to ineffective instruction and challenging behaviors. I have applied many of these approaches already, such as modifying/enlarging text to accommodate various students. I try to always provide visuals to pair with my message, especially with my younger students! I think that even though they are tiny learners, they still have the capacity to share their emotions and engage in dialogue/reflection regarding their behavior, challenges/successes in their learning. I will share this resource with my teammates so that they can explore the various aspects of each principle as they may already be doing some of these things, but other options they may not have considered such as pairing audio with their visuals. I am grateful for another useful resource!
HI Brittany,
Thanks for your ideas. I’m wondering how often your points align with students in your program? What a terrific way to see if everyone is on the same page by comparing the points you gave to the students. I didn’t know you were worked with SED students. They most certainly benefit from your calm demeanor and positive attitude.
GIna
Dear Gina,
Our points almost always align because it requires the student to be openly and honestly reflective in their participation/behaviors. It leads to some truly wonderful conversations, and I have noticed a difference in our relationships!
Thank you,
Brittany
Hi Vicki!
Adapting materials is so important in any classroom but especially in a special education room. Children will have a variety of needs and it is important that the materials are accessible for them. Simplifying materials is important in early childhood. I have found that many curriculums can get too wordy! Kids will disengage and struggle to follow along. Simplifying the lesson, directions, or image are great ideas!
The cool thing about UDL is that a lot of teachers use these strategies without thinking about it. While it can seem like “common sense” it is cool to share with other educators about tips and tricks that others may not have thought of.
I like what you mentioned about being sure that the whole classroom is doing what they can to accommodate students. Especially for a student that is visually impaired, it is important that others are conscious of that and are able to make a class environment that is welcoming and safe for them.
Background knowledge is the best way to get students engaged in a lesson. If students realize they already know a little about what you are teaching, it gives them a minute to make some guesses about the new material and to feel like the expert as they share what they already know.
I love the examples you provided. Especially with online learning, I have been using a lot of oral language for assignments. My students have been focusing a lot on recording their voice or videos of themselves “re-teaching” a lesson for me. This shows me that they understand the concept and how it works. For example we just learned about addition with regrouping. I gave the kiddos a math problem and had them solve the problem over audio or video so they could explain their thinking.
Thanks for your post! 🙂
Thanks Jamie,
I love the idea of having the students tell you their thinking. I have a second grader who is currently remote (starts back Monday hybrid) and she loves recording herself answering questions and she struggles with writing things out so that is a great way to make it more accessible for all learners.
Hello, My name is Monica Bird, and I am a graduate student at UNC. I am currently an ECSE teacher in Northern Colorado. My professor has led me to this site for an assignment to discover more about UDL.
In section 1 of the UDL guidelines, I, as an educator, provide an environment that is not only auditory but visual as well. Many of my students are on IEP’s, and some are second language learners. This type of environment provides them with many visuals to help them navigate their day at school. For instance: The schedule is not only written in words and expressed in an auditory manner by staff; it is also depicted in pictures as well. I choose not to use clip art because I find that having images of the actual students in my class participating in the various parts of the day helps the children connect what is going on at the scheduled time much better. This is only one example of how I use visuals for my students to help them make connections to auditory messages.
Section 2
As a teacher, I have had a few children who cannot express themselves verbally, so having an alternative way for them to answer questions has been vital. I have to say with this on-line learning platform, and it has become essential. I simply can’t have ten preschoolers with their microphones unmuted, and many just don’t have the capability to mute and unmute all the time. The simplicity of having the children provide feedback to questions asked during circle with a thumbs up and thumbs down hand gesture has allowed my class to be engaged during this time. It has also shown me that things don’t need to be fancy and take lots of time to create. It is the simplest things that really teach and make a difference.
Section 3
In my class, we all have jobs. I feel it makes a child feel like they are part of a team that works together to make the day run well. Part of this philosophy is to allow the children to choose their own job. It is also one of the first things they do when they enter my classroom, giving them a voice on how their day will go. Part of this voice is to also advocate for themselves too. If Billy always is the line leader, I scaffold Jane to ask if Bill will trade her jobs. I then scaffold Billy on a response. He can choose to say no, or yes. It is his choice. Within time the children can do this on their own. This task enables them to use problems solving skills independently, instead of having a teacher choose and solve problems for them. I encourage all of my children to learn independence. Each one of them has the capability to do things on their own if shown how and if they obtain the self-confidence.
HI Monica,
I’m glad you explained your scaffolding when allowing children to choose jobs. I wouldn’t have thought of that as scaffolding, but it truly is. Plus the problem-solving technique is being taught as well.
Have a great day.
Gina
Dear Monica,
I love your UDL ideas and practices for the preschool setting! I too find that visuals drastically help our younger learners. I love that you advocate for the use of real-world pictures, I agree that this helps students have ownership and make personal connections!
Your suggestions for communication variations are so relevant to our current climate! I have had to work with both in-person students and remote students on making sure we take turns with our responses and using our non-verbal signs to communicate.
In your third section, I love classroom jobs. I too feel that it promotes teamwork and class relationships. We have so many students in one of our morning classes that we don’t have enough jobs. We have introduced the idea that our students who weren’t assigned a job are on “vacation” and they can be class helpers to remind others of their jobs. Such a great idea!
Thank you,
Brittany
Hi Monica!
Especially for students who are learning english as a second language, those visuals are so important. I love that you use actual images instead of clipart. It is so tempting to use clipart because it is cute and artsy but the reality is that the actual items don’t always match up. I like that use of realistic images.
I think you bring up a great point that online learning has created a new appreciation of UDL for all educators. Without realizing it, we have had to adapt to new needs and find other ways to communicate with our children and to demonstrate their learning. Especially in early childhood, that socialization of them even being able to see their classmates and teacher on the screen is so important for them to feel engaged in a community.
I agree that the use of class jobs is really important! It keeps children engaged and helps them understand that they all play a vital role in the room. Scaffolding like the example you provided is an excellent tool to use. I also love using examples and non-examples. For example if Jane asked Billy to trade jobs I may interject and say hang on would it be polite if Billy just turned around and said nothing? Or if I pushed Jane out of the way? This is a tool I like using to engage kids in conversation and get them thinking about what appropriate responses might be. Even if Billy says no, I would scaffold polite ways for him to say no to her!
It sounds like you have some excellent UDL strategies working for your class! Nice job!
Hello Everyone,
I’m Gina Thornton, a grad student at UNC, who is pursuing my ECSE endorsement as I have my Generalist Masters already. This is my first year teaching at the preschool level, but I have many examples of using the Universal Design principles for my elementary students. I can attest that almost anything done for our special needs population can (and usually does) benefit the general education population. For example, providing flexible work spaces for the child who needs to have less distraction than most children is sure to help the child who doesn’t necessarily have this accommodation in his IEP, but will seek out this space as often as he can. On the flip side, providing headphones for the child who likes to listen to music (and has this accommodation on his IEP) will be one that other students will seek out and should be allowed to use if their work doesn’t suffer.
I have been assigned to service the students with IEPs at five of our seven preschools in Canon City which has allowed me to have an inside look at how they set up their classrooms. Certainly, at the Early Childhood level, I’m seeing many ways that UDL is being used. For example, I’ve seen many uses of visual schedules and most of my preschools have a good balance of time in the various activities, taking into account the needs of the children to have choices throughout the day. (Although, one preschool/daycare has the tendency to spend large amounts of time outside and it leads to overheated children and unwanted behaviors on the playground. They are not taking into consideration the needs of the children as it seems the adults want to spend the morning outside.)
Inside the classrooms I’ve been spending time in, I’ve seen multiple ways to respond to learning and each one is accepted by the teachers. If one child can only point to the answer, he has gotten the question correct. If another can speak sentences giving his answer, he is also correct (and not praised any more than the child who could only point). Or some might color a picture to show they understand the ice and water experiment and another might clap out a song she learned during the lesson about ice and water. The UDL principles take into account the learning styles and abilities of each child.
If I had my own classroom, I would not only use the positive aspects of UDL I’m already seeing, but I would specifically focus on the engagement levels of each child. I believe taking the time to learn the interests of the children and then incorporating those interests to increase our daily learning would heighten the overall experience for students and teachers. I saw a lesson at the elementary level where the teacher brought in night crawlers and potting soil. As you can imagine, the engagement level was high as they created homes for their worms. The same is true for preschooler learners and whether a child is using a walker or a talker or is a typically developing child, I would incorporate their interests to consistently provide higher comprehension and persistence levels all around. I believe this can be done through giving the students choices that are relevant to what is being taught and to what they want to learn.
I will be more aware of the UDL concepts at the preschool level as I move forward in this fun and rewarding career. Let me know your thoughts and experiences. Thanks!
Please note: My response above doesn’t include the Category Checkpoints because I thought we had 2 separate assignments (and I thought the OTHER assignment was to include the checkpoints). Since I am not able to edit this, I’ll post another response this week.
Gina
Hi!
I am a graduate student at UNC pursuing an Early Childhood Special Education degree. I am currently I licensed EC teacher, teaching 3rd grade at a public school in Colorado. My professor led our class to this site to share and learn a little bit more about UDL. I have enjoyed reading these posts and would love to continue to get feedback and thoughts from others.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
The way in which information is presented in an early childhood classroom is really important. For children especially, the colors and size of the text in their room is really important. Materials in an EC classroom must be engaging! Graphics, animations, and videos can be a great tool for engaging children. I love to use videos as a hook for my lessons because it is a great attention getter. I try to use an image, or phrase from the video in my own lesson so the kiddos can see the connection between the video and my own teaching (Principle 1, Guideline 1.1 and 1.3).
In my 3rd grade classroom I always try to provide children with multiple means of representing learning. Some children are more comfortable with video, writing, speaking, or drawing. When possible, it is awesome to allow children to demonstrate their learning in a way that is most comfortable for them (Principle 2, Guidline 5.1)
Even in 3rd grade, I provide my kiddos with a break table. They can come work at that table at any time. I teach them at the beginning of the year that when they move to that table, it is a symbol that they want their own space and want to be left alone. I put together a “Cool Down Kit” that students can request to use. In the kit are some fidget toys, a journal for writing, and a timer. At the table there are charts of what their options are when they are feeling overwhelmed. I teach the kiddos how to read and use the charts.
I have seen many EC classrooms with cozy corners where children can identify their emotions and figure out how to regulate their emotions. I am curious about how other educators give feedback to children regarding emotional support? I have seen some teachers use one on one conversations, notes, conferencing, and other things (Principle 3, Guideline 9.2 and 9.3).
How can UDL be applied to your own classroom or teaching?
In my own classroom I need to work more on using Principle 3. Principles 1 and 2 seem much easier for me to implement. Especially in older ages of early childhood, I see how I can often lack in Principle 3.
In my classroom, it is important to vary the way that I present information. I will want to use speech, visuals, videos, partner work, whole group work, and more to keep students engaged. Graphic organizers are a way that I can continue to guide information processing for my students. Graphic organizers can be completed to help students are various levels of learning too. Some students may be able to complete them independently, while others may need more guidance or graphic organizers that are partially filled in.
The use of examples and non-examples are a great way to keep students engaged in key concepts. I could incorporate the students into demonstrations of examples and non-examples as well.
For many of my students, I give them a checklist to help them stay on task throughout the day and have goals to work toward. I include words and visuals on these checklists.
HI Jamie,
That’s neat that you teach 3rd grade. Looking back, my years with 3rd and 4th graders were the best (in Castle Rock). I’m wondering about your Break Table. Is it available as long as you are not directly teaching? What do you have there-any squishy toys and the like?
When will you be able to apply for ECSE positions?
Thanks!
GIna
Dear Jamie,
You have some truly wonderful practices using the UDL principles! I love that you use videos as hooks to engage your students in learning. This not only provides a visual aid, it includes audio so that students can obtain the information through multiple modalities. I love your use of graphic organizers to help keep students on track and accountable for their work. This also helps them understand the sequence of events in their assignments.
Great ideas, thank you,
Brittany
Hello,
I really like how for your third graders you have a calm down kit. That is really building on a concept that many children learn in preschool. I use calm down kits in my preschool classroom. That works with the UDL.
Than you!
Such a content. I want to talk with the author. Please contact me by email divingcyprus[at]gmail.com
Hi everyone, I am a student at the University of Northern Colorado, and I am pursuing my Master’s in Early Childhood Special Education. My classmates and I are visiting this discussion board to hear what other educators think about UDL and to add to the discussion.
Universal design for learning (UDL) is about providing individualized supports in classroom environments and planning for flexibility in student responses, engagement, and goals so that all children are able to participate in classroom activities (Grisham-Brown & Hemmeter, 2017). One way that UDL can be applied to ECSE curriculum is to use curriculum webs for curriculum planning.
Curriculum webs allow teachers flexibility in planning so that they can incorporate new ideas and interests if needed (Gestwicki, 1999). Teachers identify a central theme or project based on students’ interests and then determine what children might learn, what questions they might have, or what activities and content might be included in the topic to create learning opportunities. From the central theme, the teacher attaches lines and draws blocks that include the common outcomes across a variety of domains that students are expected to learn according to state standards. Specific activities and projects are written in to address the common outcomes. Additional lines and boxes branch off of the common outcomes and teachers write in targeted outcomes for students requiring more supports and individualized outcomes for students requiring additional teaching of foundational skills. Teachers plan embedded learning opportunities in each activity to address targeted and individualized outcomes and to plan for data collection to monitor students’ progress (Grisham-Brown & Hemmeter, 2017).
Using a curriculum web puts children’s developmental needs at the forefront of planning. I can see using a curriculum web in my classroom because I would be able to map out my students’ developmental needs and then plan activities that would teach to those needs, rather introducing an activity that I hope will meet state standards, targeted outcomes, and IEP goals. I think this method of planning would also help me embed teaching throughout the day so that students are also learning during daily routines and transitions, because I could add those times and places on the web. Building a unit around students’ interests would also make my teaching more relevant to students’ daily lives and probably increase their engagement.
Gestwicki, C. (1999). Developmentally appropriate practice: Curriculum development in early education (2nd ed.). Albany, NY: Delmar.
Grisham-Brown, J. & Hemmeter, M. L. (2017). Blended practices for teaching young children in inclusive settings (2nd ed.). Baltimore, MD: Paul H. Brookes Publishing.
This link leads to a document from The Primary Program: Growing and Learning in the Heartland that offers webbing templates as well as other templates for planning integrated instruction: https://www.education.ne.gov/wp-content/uploads/2017/07/IC.pdf
Hello my name is DeDe Klipka I am graduate student at UNColorado. My professor led me to this website and I am finding it very addictive. My graduate work is for Early Childhood Special Education an I believe in the UDL framework for all learners.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
Universal Design for Learning is effective in preschool setting because our youngest learners are entering the school setting for the first time. They come to school with various background and experiences. Using UDL and incorporating ways to check background knowledge can help teachers bring in various engaging tools to bring the outside world into the classroom, allowing all learners to access the information of the curriculum equitably.
How can UDL be applied to your own classroom or teaching?
Last year we did a unit on insects and bugs. We first assumed all our student had opportunities to visit local Butterfly Pavilion and see the resident tarantula “Rosie”. This was not the case and we had to adjust our instruction. If we would have asked a few questions of our preschoolers we could have provided some videos, books and pictures of what tarantulas look like, feel like and where they live. UDL framework I. Means of Representation 3. Provide options for Comprehension 1 Provide or Activate Background Knowledge gives strategies for teachers to check for background knowledge prior to beginning a unit. This would have helped all our students and made our lesson more engaging and accessible to all learners.
Hi DeDe,
I appreciate your acknowledgement of assumptions and then adjustment of the instruction. This reminds me of a time I had set out permanent markers with water color paints, I did not have instructions, children had the opportunity to mess about and explore these materials. My assumption was that all the children knew that the water color paint was for paint brushes and had a child putting his marker in the paints before using it. I then was able to take a step back and realize not all children have had exposure to certain mediums.
Thanks for your thoughts!
Hi Dede,
I agree with you how the UDL is an effective in a preschool classroom because these are kids who are entering school. I agree that each child come in with their own background.
Hi,
My name is JoAnn. I am a teacher in inclusive preschool classroom. I am currently working on my masters in ECSE at UNC.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
UDL can be applied to EC/ECSE curriculum or instruction by individualizing the context for the student population. For example, UDL helps support students engagement level. Engagement can look differently by the type of students that you are working with in your classroom. The classroom environment needs to be adapted to meet the needs of the students with and without disabilities.
How can UDL be applied to your own classroom or teaching?
I have been using UDL applied in my classroom. My team and I look at the students engagement level and behavior. We have looked at our schedule and rearranged according to the needs of the students. For example, the children use to eat lunch and then go outside. The children were loud and very wiggly. We switched lunch and recess, which helped the children sit at lunch. We also started using a sentence picture strip for student to help have the student make a choice on where to go during centers. Also, we look at the length of time for teacher-directed times and student-directed times throughout the day. We also have a visual schedule posted for students.
JoAnn,
Thank you for your examples of using UDL in your classroom. I like the idea of the sentence strips for choosing centers. A scaffolding idea is to use pictures as a way to help our students with special needs begin to communicate their play ideas. How do you scaffold or differentiate for our students with disabilities?
DeDe
Hi fellow educators! My name is Allison and I’m currently working on my Masters degree in Early Childhood Special Education. I also work in an inclusive preschool classroom. When I think about how UDL can be used for Early Childhood and Early Childhood Special Education, I think about the things I am currently doing in my classroom. Some of my students really struggle when it comes to sitting period. In order to help them sit, I have implemented flexible seating. I have found that since my students are able to sit, they then are able to learn whatever we are doing.
Hi Allison,
What are some of the flexible seating options you have?? We have physical therapists at our school and they come in and give our students adaptive seating as well. A lot of my students use rifton activity chairs. We have cube chairs they are using as well. This flexible and adaptive seating is so helpful in order for students to be able to learn to the best of their ability.
Hi I’m Sammi and I’m in the masters/endorsement program at the University of Northern Colorado Early Childhood Special Education program. For our class EDSE 533 Curriculum & Instruction one of our assignment is to respond on here.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
UDL can be applied in ECSE by looking at the principles and thinking about your students specifically you may have in your room. By thinking about the physical environment and how to set up your classroom. From the DEC recommended practices engaged in the 7 areas in ways which are appropriate for your room and then refer back to UDL and how you can improve your learning and understanding more for your student.
How can UDL be applied to your own classroom or teaching?
UDL can be applied in my own classroom by using PODD consistently. PODD is the style of communication we use with our students who are nonverbal. UDL states “to ensure accessibility for all, key vocabulary, labels, icons, and symbols should be linked to, or associated with alternate representations of their meaning (e.g., an embedded glossary or definition, a graphic equivalent, a chart or map.) For me since all my students are non-verbal we use PODD in my classroom and in my school. Each word has a symbol associated with and is it organized into sections and subsections. Such as categories, this is similar to what UDl says “a map” each book is like navigating a map. The speech therapist in my room focus on their pragmatic language and what my students are understanding.
Another way is section 1.1 states: on perception of offering ways to of customizing the display of information I realize in my classroom I consult the vision teacher a lot in terms of understanding this better. A lot of my students have CVI so I consult with her in what way is most acceptable to present information for my students. The UDL discussed emphasizing the use of color. I use this constantly because my students with CVI use high contrast colors. Often presented on a black background with yellow or red print. UDL also discussed the layout and the size of the text. I notice this is especially true for one of my students. If there is too much visually she will close her eyes and shake her head side to side for no as if it’s too much for her.
Sammi,
Thank you for explaining specific ways you use UDL in your classroom. Using a variety of strategies and communication pictures as well as other visuals is best practice of instruction for all students. I know you are currently a teacher in a separate classroom. How would you encourage a general education teacher to use these supports for all students in their classroom? My specific problem is using the visual schedule that they currently have hanging in the classroom?
Thanks for your help!
DeDe
Hi Sammi,
I am not familiar with PODD so thank you for expanding on that in your discussion. You mentioned emphasizing the use of color and using yellow or red on a black board. Do you have any other examples of color in your room?
Hi my name is Jeana and I am a part of the UNC Special Education Master’s Program with an early childhood emphasis. As a course assignment (EDSE 533- Curriculum & Instruction) we are to post here to discuss UDL.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
Universal Design for Learning can be applied into the curriculum and instruction naturally by designing a supportive learning environment. According to Grisham-Brown and Hemmeter (2017) organizing the physical environment, creating a daily schedule, providing activities can give children more opportunities to fully participate in the classroom. UDL is used to promote access and participation to the curriculum, instruction and provide supports for all children (Grisham-Brown & Hemmeter, 2017).
How can UDL be applied to your own classroom or teaching?
Something that I’ve already started discussing with my co-teacher is how we are balancing the type of activities and structure of our schedule. We are asking ourselves questions like “when are children the most engaged with materials? How long are children participating in activities? How does the consistency of our schedule support behaviors? When can we optimize choices?” Something that we have already begun implementing is reducing the amount of transitions, creating visual schedules in different areas of the room and even the hallway. We have a large group of children and a very large room so when our schedule is implemented consistency, we see less resistance and challenging behaviors during our transitions. After reading about the benefits of small groups, we have began reducing the number of children in 1 transition. We have already seen children more engaged in songs, books and transition activities. We have noticed children who tend to have more challenging behaviors are being supported by knowing what comes next with our visuals. The next step I want to apply to my teaching practice regarding UDL is providing more opportunities for peer modeling and enhance our sense of community as a group.
Hi Jeana,
What are some of the ways you created your physical environment in your classroom?? We have one side of our room for learning and the other is our play side with their wheelchairs in a semicircle during circle, reading, and writing times. It sounds like you and your co-teacher are really benefiting from having these discussions and your kiddos are now too.
My name is Kayla Carney, and I am a graduate student at UNC pursuing an ECSE master’s degree. I’m posting on this UDL blog with my peers for one of our assignments. Universal Design for Learning (UDL) can be used to engage every child, teach every child, and connect with every child in a curriculum that resembles what is used in general education. Essentially, UDL is an approach that addresses the individual needs of all children, regardless of whether or not they have a disability (Grisham-Brown & Hemmeter, 2017). UDL can be applied to both EC and ECSE curriculum and instruction in relatively simple ways such as designing engaging activities and delivering instruction through multiple formats. Specifically, activities and moments of instruction should address both the interests and the developmental levels of all students (Grisham-Brown & Hemmeter, 2017). Additionally, while exposing all students to the same curriculum and the same lesson plans, accommodations can be made in order for students with special needs to appropriately participate and to be properly engaged. To make these accommodations, educators need to consider each child’s language, mode of communication, and developmental age. UDL also typically uses state standards or other standards as a starting point for creating lesson plans that provide equal learning opportunities. Overall, EC/ECSE curriculum and instruction can include a variety of instructional formats, options for student responding, accessible environments, engaging activities, and different supportive strategies to implement UDL practices (Grisham-Brown & Hemmeter, 2017).
In the classroom where I currently work as a paraprofessional, we are using some UDL strategies. For instance, we have a balanced schedule that allows for student-directed activities, such as free play and gross motor time, and for teacher-directed activities, such as circle time and work time. Our staff members also do a wonderful job of keeping our schedule consistent so that students feel confident in their knowledge of the routine. Additionally, we use a lot of positive and preventative behavior support strategies by giving students simple choices, describing their behaviors, and using visuals like stop signs to minimize confusion and frustration (Grisham-Brown & Hemmeter, 2017). However, in the past, our classroom was not always an environment that allowed students to generalize skills when they eventually integrated into inclusive classrooms. If we want students in the ILC to begin integrating into inclusive environments, we need to use more UDL strategies that mirror the inclusive classrooms. For instance, I think my team needs to actually teach the schedule and classroom expectations to the students at the beginning of the year and the beginning of the day (Grisham-Brown & Hemmeter, 2017). I think this would be a great opportunity for everyone to learn how to effectively involve our unique students by providing visual supports, clear expectations, and perhaps even have some students help us with the schedule throughout the day. I also think we should focus more on teaching during natural routines and transitions (Grisham-Brown & Hemmeter, 2017). For example, hand washing occurs at least five times for each student in a three-hour session (arrival, before breakfast or lunch, after recess, after using the bathroom, and before snack). Unfortunately, a lot of our students exhibit some degree of learned helplessness. My team sometimes feels that the sink area is rushed or crowded and we end up using overly intrusive prompts. Instead, we can all use this transitional skill to teach basic motor imitation, self-care, language, and independence.
Hey Kayla,
Thank you for your post, and I learned from it. The preschool I volunteer also has a balanced class schedule that including student-directed and teacher-directed activities: center time, circle time, writing section, and music activity. We also have some creative activity every day, such as yoga time in the morning and 15 minutes’ peacekeepers time every afternoon (child’s meditation). The two activities help the active young students to calm down and concentrate on the next activity. However, I find it is not easy for teachers to involve special students into an inclusive teaching environment. One special teacher, two para-educators and twelve students are in this classroom. Sometimes, the teachers could not pay attention to the two exceptional students all the time during the free play time. I even saw one special child use a marker to hit another student’s face last week, but no teacher noticed it.
Hello!
I am a bilingual special education teacher at an elementary school in Colorado. I am also currently perusing a master’s degree in early childhood special education through the University of Northern Colorado. Posting on this discussion board is a requirement of a course I’m enrolled in focusing on curriculum and instruction in early childhood special education.
How can UDL be applied to EC/ECSE curriculum and/or instruction
By zooming out and looking at the big picture of the UDL philosophy, one sees that figuring out ways in which concepts/learnings can be represented and expressed in an enticing and engaging way is essential when planning accessible curriculum/instruction for youngsters in ECSE. Furthermore, recognizing that not all students will be responsive to the same strategy is a pertinent understanding as an early childhood special educator in order to actively plan for differentiation and meeting students’ unique needs. The UDL checklists provide a framework of thinking for teachers so we can recognize the various tweaks that can be made to support a student or class that may be struggling to grasp a concept. One can then analyze whether what (representation), why (engagement), or how (action and expression) should be altered in order to best meet the child(ren)’s needs (CAST, 2018).
How can UDL be applied to your own classroom or teaching?
When planning for students’ inclusion in their general education classrooms, the UDL principles and checklist will be a valuable tool for collaborating with both teachers and families. I think that as special educators, we are often well-versed in opportunities for differentiation, and sharing our toolkit with other team members is a good first step to ensure multiple and varied representations of concepts are provided so that all students can experience success. Specifically, determining alternative ways in which students can represent their learnings is what I see as a next step in my instruction and collaboration with team members. This could be accomplished by determining varied responses that would be acceptable and/or providing scaffolds so that general-education expectations are more accessible for children with disabilities. Overall, keeping UDL practices at the forefront of planning/collaboration will help to guide the organization of learning opportunities in addition to an accessible physical and social environment (Grisham-Brown & Hemmeter, 2017).
References:
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
Grisham-Brown, J., & Hemmeter, M. L. (2017). Blended practices for teaching young children in inclusive settings. Baltimore: Brookes.
Hey Ruby,
I agree with your thought that UDL philosophy reminds us not all the students develop at the pace. It is necessary to create active teaching plans in order to satisfy the special needs of some students. For the young preschoolers, sometimes, it is not easy for them to engage into the activities. I noticed that the teacher in the classroom I volunteered taught at a brisk speed, and it made these young children engage and respond faster than teaching at a low pace. In addition, “Jolly Phonics” based on “Opening the word of Learning” system are used in a special classroom to help preschoolers to adapt to the future letter learning in the kindergarten.
Hey Zaozao,
That is great that the teacher you observed realized that a quickened pace lead to student engagement. I can imagine that for some students, this is an effective strategy while for others, it would lead to potential disengagement for being too speedy. If you had a classroom with some students that responded better to brisker pace and others who required a slower pace, how would you organize your instruction to meet the needs of all kiddos?
Thanks for sharing your thoughts, Zaozao!
Ruby
Hi Ruby,
I love how you talk about collaboration between professionals as a strategy to ensure UDL is being implemented throughout a students day regardless of environment. I hadn’t thought of the importance that collaboration plays in the successful implementation of UDL principles!
Emily
In the preschool classroom, the Universal Design for Learning is a good choice for curriculum development because of the unique nature of the inclusive preschool classroom.
While differentiating instruct to meet the needs of typical learners and learners with learning disabilities, the ECSE must try new strategies while collecting data as to which methods meet the needs of the students. Data collection is necessary to monitor growth as well as the lack of growth in areas targeted. Providing feedback and paying close attention to progress, the ECSE can tailor the lessons to reach more students on their own levels.
Engagement strategies found within the UDL increase levels of student engagement. The very young students in my inclusive preschool classroom can be challenging when it comes to engagement. I have found useful strategies to increase student engagement and to increase the levels of engagement by asking questions and guiding discussions around student interests. I also incorporate a child’s favorite person, pet, or toy into a lesson to increase engagement. Funny voices and over-the-top activity levels have shown to increase student engagement in my youngest students as well.
Katy
Hi Katy!
I appreciate how you mention the importance of using data collection in order to monitor student progress; this way, adjustments can be made if kiddos aren’t demonstrating sufficient growth. How would you go about determining in what domain (e.g. representation, expression and/or engagement) adjustments would be made to respond to a youngster who wasn’t demonstrating growth?
Also, I really enjoyed your ideas of how to increase student engagement. It sounds like you are very purposeful in taking the time to know the children’s individual interests. Your lessons would therefore have a heightened authenticity to your students by providing instruction that is contextualized to their lives (CAST, 2018). Do you currently have a system in place to monitor student engagement? If so, what does it look like and if not, how would you measure this?
Looking forward to hearing your thoughts!
Ruby
References:
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
Hi Ruby,
I have a fun strategy for measuring student engagement. I constructed a big ‘tree’ in my classroom which is a large grass covered beach umbrella and I used brown art paper to create limbs and branches. When I assess the students on engagement and other data, I tell the students they will earn a leaf upon which I or my paras write the level of engagement or assessment data. I display this scale in response to my administrators who evaluate our school by the Marzano model Marzano, 2017). While it is not appropriate to display scales for preschool classroom because of misunderstandings and hurt feeling among the wide range of ages and abilities, each student receives a ‘leaf’ that describes their accomplishment. The leaves are attached to the tree and each child receives several leaves for each level of accomplishment. We record the data on a created data collection sheet according to the TSGold standards.
Katy
References:
R.J. Marzano (2017)The New Art and Science of Teaching. Solution Tree Press.
Hello everyone!
The purpose of the Universal Design for Learning (UDL) is to facilitate learning for all children at once regardless of abilities. Each child typically developing and those with special needs have unique learning styles and needs to be able to learn in the most effective way. When planning a curriculum or instruction you need to consider the materials: is there enough for everyone to access these, and are the materials accessible to all children meaning can all children use the materials provided appropriately and can they physically access them. You need to consider the delivery of instruction: provide visual, auditory, and kinesthetic learning opportunities. And in some cases, you need to consider the goals: not every child can complete the same tasks, so goals need to be flexible for children with special needs.
In my classroom specifically, I could implement UDL in a number of ways. For example, currently we have 7 children transitioning into our classroom. These children are young than the current students and are struggling with transitions and routines. We have a visual schedule, but our visual schedule is posted up high and is really only talked about at morning time. If we wanted to help facilitate the transitions for these children we could post an additional visual schedule at a more appropriate height, and refer to it regularly with children in need, while still referring to the large above head schedule every morning with all children.
Hello Erica,
Great idea for the second visual schedule for those struggling with the main visual schedule. If they are missing the reference to the main schedule because they come in at a different time of the day, it would be very beneficial to have their own routine when they come into the classroom. They could go to their own eye level schedule and go over the routine as soon as they enter the classroom.
I wonder the age of these children if they could benefit from having a printed out version of the visual schedule very near their personal work space and possibly check off the activity or interest area as they complete each task. It would be similar to a First…Then strategy sheet and would provide them with more control with their transitions and routines.
It is very important as you mentioned to be aware of the learning styles of all children and making sure each activity supports the visual learners, auditory learners and the tactile learners.
Great post.
Leilani
Hello Erica,
Having the visual schedule at eye level and easily accessible to support your students will help your routine and transitions. I also have found it very helpful in my class to remove the routine from the schedule, as a way to say “we completed centers” or outside time. Since children don’t have the concept of time I use the visual schedule as to what needs to be done first before heading home, such as for a child ho is having a hard time with attachment. Reviewing the classroom schedule throughout the day gives my student a since of security and makes transitions smooth as they know what is coming next.
-Gabriela
Hello, this blog entry was something that I was assigned by my professor. I am working towards my master’s degree as an Early Childhood Special Educator.
UDL can be applied to EC/ECSE curriculum and/or instruction by implementing and following a daily schedule and routines. The ECSE/EC should be following the schedule in order to provide stability for their students. The children want to know what is coming next, they want to feel successful and implementing the same daily schedule will help them become familiar with the routines (Grisham-Brown & Hemmeter, 2017). UDL can also be applied to the arrangement of the furniture in the classroom. The students need enough room to move around the classroom and should have space to play and explore (Grisham-Brown & Hemmeter, 2017).
UDL can be applied to my own classroom and teaching by providing students with different materials to explore in each classroom area. The materials should address different abilities, levels, and be exciting for students to learn from (Grisham-Brown & Hemmeter, 2017). For example: I am a teacher in an inclusive early childhood classroom and I have a math or manipulatives center. I may include table puzzles in that area, depending on space and needs in my classroom. I would have different types of puzzles available for all of the student needs and interests in the class. This may include puzzles with knobs on them, puzzles with larger pictures, 8-12 piece puzzles, puzzles that may certain noises, such as farm animals, and floor puzzles. By offering these varied puzzles I am then able to address all needs and interests in the classroom.
Hi Laura,
You made a great point in mentioning the stability aspect of having a consistent daily routine. Not only will students feel confident in the routine, but having a schedule that meets the needs of all students will help to foster independence (Grisham-Brown & Hemmeter, 2017). I’m reminded of a student with autism I have worked with in the past when I think of UDL principles and schedules. He came to our classroom in the spring, so most of our other students already knew the schedule. However, not only was this student new to our classroom, but he had never received services before and did not understand the demands that were being placed on him. The ECSE in my classroom came up with the idea to use T.O.B.I. images (True Objects Based Icons) for this student’s individual schedule. In case you are not familiar with this strategy, the student moves small icons from one area of the classroom to another as he transitions between different activities within the schedule. For instance, when it was time for this student to transition from free play to snack time, he would become very overwhelmed and would often throw tantrums. After implementing the T.O.B.I. images for his schedule, he caught on very quickly and soon took ownership of his schedule. From then on, this student was able to participate in and learn our schedule along with the other students due to this modification.
Thanks for reading!
Kayla
Hi Kayla, thank you for reading my post and for sharing the information on the TOBI schedule. I have never heard of that prior to your mentioning it! It sounds like it would be a great UDL concept and one that would benefit any student transitioning into a new classroom. What a great modification! Thank you for sharing your experience.
Laura
Hello all,
My name is Leilani Schilling and I am in my 5th semester through UNC’s ECSE endorsement program. This site was introduced to me by my instructor in the EDSE 533 course.
1. How can UDL be applied to EC/ECSE curriculum and/or instruction?
Universal design for learning (UDL) encourages active participation and understanding for all children regardless of their abilities. It allows for flexibility, while meeting multiple goals through a large variety of strategies and materials. Children need to be able to move and learn as well as sit and construct when obtaining a new concept or idea. This opportunity must be presented more than once and have some way to connect to real life experiences for children to find a real value and interest in the new concept or idea.
This technique of teaching and learning has been around for over a decade and is ever evolving to meet the growing needs of children today. It really reminds me of the multiple intelligence levels of learners found in all children that must be acknowledged, such as tactile learners, visual learners and auditory learners. These differences, when understood and addressed in all activities, will ensure that each child will have the same opportunity to grow and develop new information in the way they are most effective at learning.
2. How can UDL be applied to your own classroom or teaching?
When applying the Universal design for learning (UDL) into your classroom and learning environment, educators must ensure that visual prompts are used, along with the verbal cues, while allowing for time to get their hands on the project or activity. For children that do not learn from the tactile design, lessons can be modified to support them with the use of technology or peer supports. Also, being aware of the time some children take to complete a task by having an alternate activity readily available for the fast paced student and allowing time for the slower, more detail oriented student to accomplish the task without pressure of missing out on another activity. In the EC classroom, these abilities are very apparent and educators have to have a pocket full of quick ideas ready to support those fast paced learners with helpful ways to calm and channel their energy, while supporting and encouraging the slower more reluctant learner to persist and complete a task with confidence.
Hi Leilani,
Your post was great at addressing how important UDL is in an early childhood classroom. I like how you brought up the fact that children need to be able to move around to learn and that it’s important to bring real life experiences into the classroom. Children are more interested in activities and materials when they can apply it to something in their own lives. Having other activities for the kids that finish early is a great idea, too. Kids tend to get bored if they finish their work quickly and then have to wait for everyone else. Thanks for a great post!
Diana
Hi Leilani, great post! I like that you mentioned technology and peer supports to assist children in the classroom. Peer modeling can be a great asset, especially in the early childhood classroom setting. I have had to utilize that strategy when I was at Head Start. I had a student that had a speech language impairment. He was often paired up with strong peer supports to assist him with acquiring the language skills and hearing the sounds to help him, especially after we had read a book. It really helped him gain confidence with his skills.
Laura
Hi,
I am working for an endorsement in Early Childhood Special Education through the University of Northern Colorado. I am currently a Special Education teacher in an Elementary school.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
There are three categories that UDL can be applied instruction: the learning environment, the social environment and instruction and the strategies for developing instruction. As teachers we need to keep in mind that all instruction has a purpose and it needs to be planned out to ensure that everyone has access to the materials. By planning for activities we are able to ensure that circle time does not go too long or that a child in a wheel chair with limited mobility can participate in the same activities as the rest of the class. Planning also helps a teacher implement planned activities that allow for embedding social skills into lessons that can help kids learn different skills in a different situations (Grisham-Brown & Hemmeter, 2017).
How can UDL be applied to your own classroom or teaching?
I use UDL to make the environment in my classroom not only student friendly but also a place where they feel comfortable. I want my classroom to be predictable for those who have a hard time with change and transitions, I want the instruction in my classroom to have embedded life and social skills that will help promote independence.
Hi Lindsey,
I appreciate that you want to promote independence for your students through embedded social skills and a predictable environment. This is so important for all students to have, especially when their lives are being influenced by a disability or an unpredictable home life. You are also correct in saying that using UDL strategies while planning the lesson can make the lesson both purposeful and accessible for all students. In this way, materials, presentation of instruction, and the physical environment can allow students of all abilities to successfully navigate the classroom (Grisham-Brown & Hemmeter, 2017). Do you have an example of how you might use these strategies to help a student with limited mobility, as you mentioned? I have worked with a students in the past who were visually impaired, so we had to make sure that we did not move the classroom furniture around and that all floor spaces were clear. We had to teach a lot of students the importance of cleaning up toys so that there was a “safe space” on the floor for others to walk through.
Thanks for reading!
Kayla
Kayla,
I have found the best way for a child with limited mobility to write is by teaching them to type, because this is the wave of the future. They also have speaking software out but it does not work well with some kids who have speech difficulties. I will make my kids tell me each letter they want to write if i am writing for them so I know what they have learned. When it comes to moving around the classroom, I make sure all the kids push in their chairs so the wheelchairs can get by. I have also made my line in the hallway line up behind a child in a wheelchair so they are setting the pace and my other students are learning how to stay in the line and control their bodies.
Lindsey
Hello all. I was brought to this website through my professor. I am studying to get my masters degree in Early Childhood Special Education.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
According to Grisham-Brown and Hemmeter (2017), the UDL promotes participation and access in the classroom. The principles of UDL help individualize the support for children based on what their specific needs are. It creates an environment for all learners and flexiblity in goals, ways to respond and engagement as well as variety in strategies and materials. The UDL provides teachers with the why, what and how of learning. It provides a framework to set up a learning environment, a social environment and how to develop and plan instruction. It helps teachers with laying the framework of expectations to behavioral support strategies to designing authentic activities.
How can UDL be applied to your own classroom or teaching?
I am not currently in my own classroom. However, I am at a daycare center and there are many strategies in the UDL that I could implement in my program. The first could be a visual schedule. I think this could really reduce transition times because I have many children in my care that get upset when we are moving from a preferred room to a room they do not like as much. The second would be behavioral support strategies. I think positive descriptive feedback is something that I, as well as my coworkers, could be more intentional about to support the behaviors that are preferred over negative behaviors.
Maddie,
I agree with you and I do see that UDL helps with those negative behaviors and by teaching those social skills can help replace those skill with positive behaviors over time.
Hello Maddy,
Having the UDL in your daycare center would be a super addition with the visual schedules and the use of a first…then strategy as well. For the child that is not interested in one activity, they can see the results of a first the non-preferred activity…then the preferred activity with the use of visuals. Also, the child could be introduced to the non-preferred activity by connecting it to his/her interest areas, by helping the child find a purpose for doing the activity.
Great post.
Leilani
Hello Maddie,
There are so many good UDL strategies you can use within a child care setting. I worked in a preschool for many years in a childcare setting. A few examples include labels around the room, schedules, teaching transitions, clearly defined centers. Social and emotional strategies fall under UDL which are super important to young children as well. Overall, UDL can be used in many different settings and is super beneficial.
Hi Maddy,
I agree with you that transition times can be a struggle. Have you tried positive behavior supports in your setting? We have a ‘Character Chair’ that we nominate a student for each day at the end of class. The chosen student gets to sit in the special chair for the day and is able to bring a stuffed animal to class with him/her. They are the classroom helper and also the substitute for classroom jobs if the appointed student is absent. It has been amazing how the class increases positive behavior when we tell them we are watching for positive character traits to choose the Character Chair recipient for the following day! Some days we have to reach for positive behaviors but often we are amazed at how motivating the Character Chair is.
Katy
Hello all,
My name is Emily Marquess and I am currently working towards my Master’s degree in Early Childhood Special Education at the University of Northern Colorado. This website was recommended to us by our professor and I am thrilled to have been able to explore the concept of UDL further. I am not currently a classroom teacher but look forward to being able to design a classroom environment and curriculum that is supportive to Universal Design for Learning Principles.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
UDL is a concept that enables all students to have access to the curriculum and the environment in which they are learning. Historically in ECE classroom modification and adaptations have been made in order to accommodate for the needs of typically developing children, in contrast UDL is an efficient way to ensure that an environment and curriculum is accessible to all children regardless of ability level (Grisham-Brown & Hemmeter, 2017).
Having an environment that embodies the principles of UDL means having a classroom that addresses the needs of its students in a holistic manner. Rather than making accommodations just for one child, you attempt to set up an environment that will already be inclusive to that child and the other typically developing student’s needs. Grisham Brown & Hemmeter (2017) discuss three categories that universal practices can be applied to: the learning environment, social environment and instruction, and strategies for the development of the content behind instruction. When a teacher uses universal practices across these areas they can create a classroom that is accessible to all.
How can UDL be applied to your own classroom or teaching?
One easy way I can think of integrating UDL into my future ECSE classroom is to ensure that curriculum is provided in a way that addresses the various learning styles including visual, auditory, and kinesthetic. An example could be in the library center having audio books, picture books, and flexible seating options. This concept incorporates Guideline 1 of Principle 1 that includes Providing information in a way that is perceptible to all students. By providing different means of access to books this center becomes inclusive to all children and encourages all children to begin developing early literacy skills.
Another way that I believe I can apply the concepts of UDL is to promote a classroom that encourages students to be autonomous and make choices. Students are more likely to engage in positive social behavior when they provided opportunities to make decisions (Grisham-Brown & Hemmeter, 2017). In addition to promoting positive behaviors providing children opportunities for choice and control of their learning often results in students being more engaged and develop self-determination skills according to the National Center on UDL. By creating a classroom that is built on the concept of UDL I am not only upholding the DEC Recommended Practices, but I am also creating an environment that enable all of my students to thrive.
~Emily Marquess
Dear Emily, thank you for your post! I appreciate your example of how to incorporate UDL into the library center in an ECSE classroom. Audio books are a great idea; in addition, having books that include a tactile component would be in line with the principles of UDL as well. There are so many books today that incorporate texture and possibilities for manipulation (moveable parts, etc.), that could be included in a UDL-based library. In addition, having books in Braille on available, as well as adaptations for for turning pages (page separators, etc.), would all be great components of a well-stocked UDL-based library center. Thanks for your post, it got me excited about the possibilities of UDL in early childhood literature and book reading experiences!
Hi Emily,
I enjoyed reading your post and enjoyed the examples you provided of how to incorporate UDL in your own classroom someday. I love your idea of using using audio books, having flexible seating and picture books as different ways for children to access the library. This year my school is piloting a program to use audio books for our students and I am hoping our preschool classroom will be able to access some audio stories as well. I think it is a neat tool to use in the classroom.
You bring up a great examples for allowing the students to make choices. I can relate to this topic as this is something I am trying to incorporate a little bit more with my students this year. Its all about having a balance with them to make sure they can make their choices but also know the guidelines of the classroom.
Thanks for sharing your post!
-Lauren
I liked that you brought up autonomy in your post. This is not always talked about as critically as sometimes too much autonomy can backfire, but I think autonomy is something that should be strongly encouraged especially in the early years. It can help children learn their own interests, it can help them learn to generalize concepts they are learning across topics and it can help them gain more self-control over their emotions and social behaviors. Autonomy in young children should be encouraged but guided. If they are having difficulty making safe, kind and smart choices, this is where teachers can model how to choose more positive behaviors in the future on their own!
When teaching in an inclusive classroom, or in any classroom really, it’s important to incorporate UDL into the instruction. Every child in a classroom has their own unique needs and abilities, so to be sure all your students are able to participate and engage in the classroom, using UDL is crucial. Ways to apply UDL include designing the classroom environment to accommodate a wide range of abilities and needs to support all the children in your care. According to Grisham-Brown & Hemmeter (2017), it’s important to design a classroom schedule that meets the needs of all children (p. 95). A good example is it have a balance between child-directed and teacher-directed activities. Making sure the length of activities is appropriate is something teachers should be aware of as well since the attention span of children can vary. All schedules should be followed consistently to provide the children with a sense of security about what happens next. Other suggestions given by Grisham-Brown, et al. (2017) include considering the children’s interests and abilities when designing learning centers, teaching children about the centers and your expectations for them in the centers, and creating a sense of community so all the children feel like they belong (p. 102-105).
UDL can be applied to my own classroom in the future in how I come up with different activities for the children to do. I can pay attention to what kinds of things they seem interested in at the moment and incorporate those things into the different centers in the room. I can also read books about what they’re interested in at circle time and provide books about those topics in the reading center. I will also provide a schedule that all of the children can see, with words and pictures, so all of my students will know what is going to happen that day. We will go over the schedule and check off what has already happened. I will also prepare them for any changes in the schedule in advance as much as I can. If I have multiple adults in the room to help, having small groups of children doing certain things will be helpful, as well, since small group activities allow for more individualized teaching, peer modeling and interaction (Grisham-Brown, et al., 2017, p. 108).
Diana,
I liked that you pointed out the importance of the length of activities. Is it realistic to ask 3-5 year olds to sit in a whole group activity for an extended period of time? What about a 3-year-old with ASD? I have lately shifted my thinking drastically when thinking about this specifically for meal times with my children. I work at a childcare center so we run different than a classroom. There is a 4 year old boy with ASD that typically eats and is done before everybody else and then is ready to leave the kitchen and move on before everybody else. Before I used to ask him to sit and wait for everybody to finish before realizing it really isn’t realistic to ask this child to sit in a chair for 15 minutes while everybody else is still eating before moving on.
Hi Maddy,
Thanks for your reply! I agree with you. It’s hard for a lot of kids to sit for a long time for an activity. I also have started to realize more how kids need to be up, moving around and doing things to learn. I’d hate for my students to lose interest and get bored just because I was expecting them to do something they’re not able to do yet, like sit for a long time. I like your example of your kiddo with ASD. That might be a time where you could probably allow him to go back to the classroom (with supervision of course) and work on something else while the rest of the class finishes lunch.
Diana
Hi Diana, I really like that you mentioned the importance of implementing schedules on a routine basis. Following the schedule and implementing it in a consistent way is a very important part of UDL. Students should know what is coming next. When their schedule is implemented on a daily basis in the same way, they will come to know what is coming next in their day. This takes the “stress and guess” out of things. If they know what comes next in the routine, they will be able to follow along with their day and will be less likely to act out. I also liked that you mentioned that you would tell the students about any changes preparing them ahead of time. This is a very important part of implementing any changes.
Thanks!
Laura
Universal design for learning (UDL) can be easily applied to EC/ECSE curriculum and/or instruction. UDL is happening in our classroom in a daily bases but we just don’t see it as frequently. As EC/ECSE teachers we individualize our activities and instruction to ensure that all children have access to the general curriculum. We add new materials to enhance our learning environment, we implement new skills to support student’s outcomes, and we change our classroom environment so it can be accessible to all students. UDL can easily be applied to our curriculum and instruction by individualizing teaching opportunities for each child and meeting their target goals/outcomes using the same materials and presenting the skill in different forms based on the student’s level of ability. UDL is designed to support children’s outcomes not change it and ensures that students are exposed to new learning opportunities throughout their day. UDL is supporting the curriculum and/or instruction to ensure that children are making progress towards common outcomes.
UDL can be applied in my own teaching by developing intentional instruction. By asking myself what is skill or outcome I want my students to learn, what areas am I going to teach it, how am I going to know they meet the skill or outcome, how am I going to individualize the instruction to meet the goals of students on IEP. By really pinpointing my instruction and implementing my curriculum with fidelity, I need to make sure I ask myself these questions and be intentional on the way I plan my activities. Also, ensuring that themes are based sole on child’s interests and engagement.
Gabriela,
I like that you pointed out that UDL is happening in the classroom every day! I believe that when think about the strategies and framework that UDL provides, we can be more intentional about implementing it in our classroom. This is exactly the example you gave of how you would apply it in your classroom. When we give thought into why we are doing the things we are in a lesson it can be more meaningful and individualized.
Thanks Maddy.
We are doing it everyday and we don’t notice it but its also important that we break it down to really see what we are doing and show data that we are individualize to students ability.
Gabreila,
You are so right that we are surrounded by UDL daily. I personally do not think EC/ECSE teachers give them selves enough credit in things that they are doing to help all their students be successful and do not give them selves enough credit for the multiple opportunities they provide to ensure every child is making growth.
Self reflection and being able to step back to ask your self what your intentions are with an activity or lesson is so important as a teacher. I loved that your brought this up as an example you can use in your classroom because it helped me remind my self that it is ok to stop and reflect on if i am doing something great or if I need to adjust something for my students.
Thanks for sharing!!
-Lauren
*Gabriela
Hi Everyone,
My name is Lauren G. and I am a student at UNC’s Early Childhood Special Education Master’s Program. Universal Design for Learning (UDL) creates an outline for creating instructional goals, method, materials and assessments that work for all learners. This design is a flexible approach to instruction that can be customized and adjusted for individual learning styles and needs. It embodies three specific principals 1. Recognition, 2. Expression, 3. Engagement. This flexibility provides endless possibilities for children with disabilities to achieve academic standards. For EC/ECSE Universal Design for Learning is a perfect fit as I feel this UDL is used in our daily routine. Through recognition we provide many opportunities for children to understand what they see, hear and touch. For Expression, we provide children with ways to express and demonstrate what they know through writing, speaking, drawling’s, paintings, dancing, maybe using different technology to help express their selves, etc. Through engagement we provide options for children to explore new and different materials and also learn more about their interest and motivation for learning.
For my own classroom, UDL can be applied through the use of individual visual schedules, choice boards, sensory breaks, different ways to express their knowledge and understanding through small and large groups, teaching social emotional regulation using RULER and Solution Kit, and using project-based learning.
I think it is some important for EC/ECSE teachers to realize how they set up their environment, instruction and curriculum are highly important to help meet the needs of children’s needs and abilities.
Lauren,
I have not heard of the RULER social emotional regulation, I am going to have to look this up and check it out. I have used the Zones of Regulation, I like it but it is tedious to make and does not work every will on students with cognitive disabilities. I use Second Step as a way to teach students who are little, they do well with the color pictures.
Hi Lindsey,
I like ruler, but I find it hard to sometimes to use the curriculum or activities it provides because to me it seems almost too old for my students. I have only used second step for about a week before I left my school. But the teachers I keep in touch with have seemed to enjoy it with their students.
Hi Lauren, I liked how you talk about students having many opportunities to practice what they are learning. I often feel that beinging a half day program hinders some opportunities. I am learning how to be creative when I am setting up my schedule to help facilitate more engagement.
Hi Tina,
I feel the same way with only having my students for three hours in a day.
Hello, my name is Sharon Baer, and I am using this blog as part of an assignment for a course in Curriculum and Instruction in Early Childhood Special Education, through the University of Northern Colorado.
• How can UDL be applied to EC/ECSE curriculum and/or instruction?
The principles of UDL can be applied to curriculum and instruction in EC/ECSE by allowing us to individualize instruction, and improve how we set goals and assess student progress. As educators in the field of EC/ECSE we can provide many choices and alternatives in the materials, content, tools, contexts, and supports we use. When we plan curriculum we need to always include alternatives to make it accessible and appropriate for individuals with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts. During instruction, we must ensure that our methods and materials provide access to the curriculum to learners of all abilities. We have many tools available to help us achieve this goal, from low-tech solutions to adapt books with easier-to-turn pages, to high-tech solutions that include computer programs and apps for children with gross motor and mobility challenges. As EC/ECSE providers, we must learn about the unique learning needs of our students, and use those needs to apply UDL when planning, so as to ensure that all the children we serve have an avenue available to them to maximize their learning and engagement with the materials, people, and environment of the classroom.
• How can UDL be applied to your own classroom or teaching?
I hope to become an early intervention specialist/developmental interventionist and provide early intervention services in the homes of children with disabilities and their families. I think that UDL is applicable in this setting, because all children participate within the routines of their own family’s life and circumstances. UDL would help facilitate an inclusive early childhood environment in the home by ensuring equitable access and meaningful participation in all the routines in which the family wants the child to participate. The principles of UDL can applied through the use of flexible and creative approaches, while remaining developmentally appropriate and relevant to the setting or natural environment of the child.
Hi Sharon,
I enjoyed reading your post this week. I agree that it is important to implement UDL principles in the early intervention setting in addition to the inclusive classroom. In many ways, I feel that it would be more difficult to incorporate the principles of UDL in a home-based setting. As the home visitor we have to navigate promoting a family’s competence and also providing intervention that will support the whole family’s needs. As you discuss approaching EI with the routines-based model is a great way to incorporate the principles of universal design. As an EI coming into the home do you think it is within our professional realm to suggest environmental adjustments that could make the environment more accessible to a child?
~Emily
Hi Emily, thanks for your comment! I do think it is within our professional realm to make suggestions about environmental adjustments; I think the most important factor to consider would be the family’s wants, needs, and desires around how the child is accessing the home environment. If a family does not have a concern, but as an EI specialist I notice that there are accessibility issues, I think it is appropriate to make observations and help guide a parent to reflect on that piece of the environment, to try and lead them to discover and understand that a limitation exists where maybe they didn’t see one before. I think it is a nuanced process, and all about the EI specialist’s approach and manner of communication; it is important to be more of a guide and a coach than an expert telling the parent what to do.
How can UDL be applied to EC/ ECSE curriculum and / or instruction?
Universal design for learning is very important in a classroom and easy to implement. There are several different parts. According to our textbook there are three main parts to UDL. Creating strategies for planning and developing lessons, organizing the learning environment, and setting up the social environment (Grisham- Brown & Hemmeter, 2017).
When planning lessons there are a few things to keep in mind to make sure your class is UDL ready! First keep in mind a good class schedule is crucial. This will keep the teacher and the students on track. You want to include transitions into your planning. Do not just expect the children to know what to do, or transition smoothly without properly teaching multiple times. When you are planning for centers, activities make sure all the materials are accessible for everyone. Make sure they meet the goals to every child in the class somehow, some way. Also, think carefully about the materials you choose to use during the lessons, and for the centers. They should be easy to use and teach the content you are planning for.
How can UDL be applied to your own classroom or teaching?
In my personal classroom, I need to make sure the classroom environment to positive, engaging, and making sure everyone feels that they belong. When children feel they are included and comfortable within their learning environment they can learn more. Building strong relationships is also something I do in my own classroom. I get to know all my students; how they work best (small group, individual) and what they like to do when they finish their work early. I am a huge advocate for teaching good transitions. Good transitions can make or break your day, and lead to a successful day. Along with teaching good transitions, I teach students what I expect at teach center/ activity. If students do not know what to do, behaviors will start to occur, and they will not be engaged in the learning.
Jessica Watts (Duggan)
Hi Jessica, I really appreciate your post and the focus you have on having clear expectations for transitions and teaching them explicitly to the students. I also think this is crucial for a classroom to be fully accessible to all students. It is an important point that sometimes transitions need to be taught multiple times so that children can manage them successfully during the actual school day. When I was a classroom teacher, I found that modeling the transition with either just the teacher and the paraprofessional, or with a small group of students, was an effective way to demonstrate a transition to the whole group. It sounds like you are incredibly thoughtful about the UDL principle of organizing the learning environment in your own classroom!
Sharon,
Modeling is the perfect way to teach transition. Even when the students have mastered a transition it is still important for the teacher to lead by example and keep modeling desired behavior. If something as simple as sitting in a chair. I have seen teachers sit on tables, then not allow children to sit on the tables.
Jessica Watts (Duggan)
Hi Jessica, I agree that it is important to have a positive and inviting environment. I spend the first month of school building a classroom culture, teaching transitions, and schedules. Through my experience is that what worked last year may not work this year. I am always learning knew ways to make my classroom run smooth.
Tina,
That is completely true. You will have to change your classroom every year. With a new set of students and personalities, you need to assess each group and find out what works best. Teachers struggle when they try and keep things the same every year, only because that is what they like and or are use too. Change in the classroom is good, and should be done in the interest of the students.
Jessica Watts (Duggan)
Universal Design for Learning (UDL) promotes student oriented learning within a flexible learning environment. UDL allows the child to set pace of the learning. As educators we expand on the child’s interest and build our curriculum around their thoughts or ideas. For example, if children are interested in cars, we, as educators, could build a lesson promoting the engineering of cars. Kids could explore through kinex, building wheels and bases for the wheels. Another important part of a UDL is the environment of the classroom. It is important to establish a calming, organized space that promotes independency and an exploratory style of learning.
A UDL would be applied in my classroom by setting up a classroom that does promote independency and an exploratory style of learning. I would do so by setting up a classroom that promotes flexible seating and offer exploratory stations that promote a variety of tactile activities. I would take the time to get to know my students interests and apply those interests into my curriculum.
Hey Kayla,
I appreciate how you emphasized the importance of getting to know students on an individual basis in order to promote engagement and determine an appropriate pace for learning. In fact, by varying the length of work sessions, timing/sequence of activities and the rate of work, we are able to mitigate threats to distraction (CAST, 2018). I enjoyed your examples outlining how a student’s interest could be used in a variety of settings to promote exploration. Have you had the opportunity to adjust the pace in which a child is learning in order to better suit their needs? If so, how did you go about determining the appropriate pace and if not, how would you determine an adjusted rate of learning?
I love the idea of flexible seating being used in a classroom, and I have seen this done in a variety of ways. What is your vision for this strategy?
I look forward to hearing your ideas!
Ruby
References:
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
I am Zaozao Huang. This is my second semester in Early Childhood Special Education Master’s program at University of Northern Colorado. The Universal Design for Learning (UDL) framework provides options to curricula in order to increase learning opportunities in the general and special learning setting (Gravel, 2017). UDL is an effective way to support diverse students in achieving various disciplinary goals, gain the knowledge, skills, and motivation for learning. UDL is unique because it is influenced by learning sciences and cognitive psychology. UDL pays attention to the diversity of learners (Meyer, Rose, & Gordon, 2014). UDL framework has three principles: multiple means of representation to ensure the learners can access information; multiple means of action to allow students to express what they know; multiple means of motivating students (Rose & Meyer, 2002). UDL is emphasized in the 2016 National Education Technology Plan (CAST, 2016).
UDL-based teaching methods can arouse the students with LD’s interest by using various curricular materials, such as vocabulary supports, video games, and detailed graphics. UDL-aligned curricula make a connection between visual information and class learning through video games. In addition, video games promoted collaborative learning and engagement. The UDL-based teaching methods not only meet students’ preferences but also achieve students’ learning goals. According to the research paper “UDL in the Middle School Science Classroom”, the students with LD showed great gains in test performance after accepting the UDL-based teaching strategies (Matthew & Chad, 2014). However, students with LD do not have enough chances to accept appropriate intervention in China. Most of the Chinese teachers lack strategies when they teach these students. I think the UDL-based teaching strategies can bring benefits for the students with LD and the other exceptional students in China.
Hi Zaozao,
I found your post extremely interesting, especially in addressing that in China you feel that UDL principles are not integrated. It would be interesting to look into what different cultural backgrounds are utilizing UDL principles and if the efficacy is the same across cultures. I also like that you address the example of video games being implemented as a UDL strategy. With a variety of technology accessible to us, I think it is important that we continue to integrate different forms of technology into our classroom, especially since generations to come will only continue to find technology more important to their learning.
~Emily
Hello Zaozao,
Thank you for sharing your thoughts, especially about UDL not being used in China. Makes me wonder what type of strategies and supports other countries are using to make their classrooms more inclusive and universal. Your comment about technology and being used in the curriculum to make learning more engaging. During my observation in a kindergarten classroom the teacher was using technology to engage the students during the reading instrucations. The students were so engaged and when it came time to work in their workbooks they were excited to work in their workbooks. Technology gets mixed emotions when comes to implementing in the classroom but the more technology evolves and is being more used in our daily lives. It would not surprise me if we use more technology in our classrooms to implement our curriculum and individualize students instruction.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
How can UDL be applied to your own classroom or teaching?
I am a teacher in a diverse preschool program. My students range from typically developing, at risk, to special abilities. In my classroom I use Universal Design for Learning, UDL. I create a classroom community through simple rules. We create friendships between students. We foster a classroom of kindness. I have high expectations for all my students and help them to be successful in the classroom by creating a safe learning environment. I have a schedule that contains pictures for my students to help them understand what we are doing next. I add real items for students who need the accommodations. I use small car for the block area, a paintbrush for the art area, and other items that represent a part of the classroom. This system also helps my second language learners, or children who have speech issues. My classroom is organized using the furniture in a way that student understand the separate areas. This setup also reduces running in the classroom. In my large group instruction, I vary my methods of delivery. I use a Smart Board, music, realia, and movement in almost all my large group lessons. To help improve engagement I pick topics my students are interested in. I incorporate hands on activities throughout my classroom. I make my lessons relevant and meaningful to my student’s lives.
Hi Tina,
I enjoyed reading your post and I like how you have high expectations for all of your students. That is so important since all children, not matter what their abilities are, have something to contribute to the class. I also agree with you on having a schedule with pictures on it. Pictures are great for helping children understand what’s expected of them for for helping them to anticipate what’s coming. It sounds like you’re already doing a good job of incorporating UDL into your classroom!
Diana
Hi Tina,
I like the idea of labeling areas with real items. I think that the typical cartoon or clip art labels that are used too often in preschools can be confusing for some children and don’t act as a learning experience for children at all. Adding real items can help children learn from something as simple as a schedule. I think it could be a fun way to learn to switch out the items periodically to help children generalize what is used in each area and learn more vocabulary.
UDL involves designing classroom environments to address a range of abilities and needs by incorporating flexible goals, opportunities to respond, and ways to be engaged, as well as a variety of materials, methods, and strategies (Grisham-Brown and Hemmeter, (2017). UDL can be applied to the EC/ECSE curriculum and or/instruction by implementing various learning opportunities for students using different strategies, materials, and instruction, as well as being thoughtful in the organization of the environment, and in the ways we communicate or teach our students in order for the experiences to be conducive to each student’s needs and abilities. Building a classroom that implements UDL involves being thoughtful of how we implement our teaching practices and the experiences we expose students to that will encourage and highlight their strengths while being sensitive and understanding of student’s backgrounds, culture, abilities and needs in regard to learning.
Incorporating UDL into my classroom would include being aware and thoughtful of student’s backgrounds, and current level of development. Where they come from, what they know and what they have been exposed to at home brings awareness to what types of experiences play important roles in their lives as learners. Additionally, using different methods to teach students the rules, routines, and expectations, and giving them time to adjust to their classroom environment gives them a sense of understanding about how things work and provides structure around classroom learning. Additionally, by implementing a classroom that provides multiple methods of exploration and learning, as well as differentiated instruction that is of interest to students, and is distinguished by each student’s ability, gives them a sense of belonging, accomplishment, and motivation in their learning. Furthermore, allowing students to learn at their own pace by providing additional resources and supports through different support systems, strategies, and hands on experiences offers opportunities for growth at their own pace and challenges students to grow and learn in a productive manner.
This is a post of a response I thought I posted earlier but my internet went out. So I apologize if this is a repost.
Rachael~ I think you described the essence of UDL when you said it involves being thoughtful of the implementation of teaching practices and student experience. Each of our students comes to our classrooms with a different set of experiences and needs. It is our job to help our students reach learning goals for the year and to allow them to master concepts they may have never been exposed to. Presenting information in a number of different ways and allowing students to show mastery in different manners seems like the most appropriate way to help students meet their goals. I do wonder how this will affect the time it takes to plan lessons? Perhaps it will take more time initially to get used to thinking about individual needs in the classroom while lesson planning. Regardless of the time it takes to plan, the end result: mastery, will be worth it.
Sara brought up in another response that implementation of UDL principles at home would increase student success. I never thought of this and wondered how this might be implemented and if it was necessary for student success? What do you think?
Rachael,
I agree that incorporating UDL in our early childhood classrooms must be targeted toward the individual student on his or her level of development and specific life experiences. It is a difficult task to meet each student where they are in their development while keeping goals and objectives in mind. It is also difficult to address individual students’ needs from the perspective of the general education teacher or ECI in the preschool classroom as well as the ECSE. Students with an IEP are provided goals to reach while typically developing students must receive learning and behavioral interventions without the framework of the IEP. UDL can assist the teacher to targeted interventions driven by data collection. If only we had more than three yours per class, per day. Thank you for sharing!
Katy
My name is Jess Sliter and I am a student in UNC’s Early Childhood Special Education Master’s Program. It is essential to apply UDL principles to early childhood curriculum and instruction. Children come into the classroom with diverse needs and varied backgrounds. By applying the principles of UDL, teachers improve and optimize teaching and learning for all students. Teachers can implement UDL in the classroom by representing concepts through multiple means. For example, if I want to discuss our schedule for the day, I might have a visual chart with Velcro that I refer to as the day progresses. Also, I will provide reminders verbally throughout the day when transitions are about to occur. I could also represent the alphabet in various forms when teaching students letters. I could read them a start with alliteration for the word I am teaching. We could sing a song with that letter represented multiple times. We could use various hand gestures to show words that begin with that letter. I could show manipulatives of figures that being with that letter. In doing this, I provide a means for understanding that appeals to all the different types of learners I may have in the classroom including those that have disabilities. Additionally, I need to provide multiple means of actions and expression in the classroom. Students might have strengths in expressing themselves in specific ways and other students might have limitations to their expression because of disability. It is useful to allow students to demonstrate understanding through a number of different means for expression. That means that if some students can demonstrate verbally their understanding of a story, others might able to be able to demonstrate this understanding through drawing a picture or writing words about a story. Others may be able to show they can comprehend a story through acting it back out. There is no right way to demonstrate understanding. It benefits all students to allow this to be done through multiple modalities. This is particularly important for the student who might have limitations due to their disability. Another way to apply UDL principles to classrooms involves finding different ways for students to be engaged. Some students enjoy spontaneous actions by the teachers and others enjoy adhering to a strict routine. Some students like to play with peers and others like to play alone. Providing opportunities for students to be engaged the way that works best for them provides them the means to be interested and motivated in learning. In an ECE classroom this could happen during centers or while playing outside. This could even occur during circle time just by letting children sit in the position that lets them learn the best. Often times in our classroom, students lay on their bellies during circle time. As long as they are paying attention and not creating distractions, this is allowed.
Hi Jess,
I also believe that UDL can be utilized in our early childhood classrooms to reach all of our students who are typically developing and students with disabilities as well. The vast sea of resources and information on this subject is fascinating as I have never had the opportunity to learn about it in other courses. I like your idea that students can lay on their bellies during circle time but my paras have a very difficult time accepting even small changes to the ‘status quot’. I am trying many new things I have learned as a result of this course and I am seeing positive changes to the students’ behaviors and engagement. Thank you for sharing your perspective.
Katy
Katy~
I have been a para in many situations. I wonder if you explained that students learn better in different positions if that might help? I was always willing to do something that benefited students.
Jess
Hi Jess,
Thank you for the reminder of allowing students to sit how they would like as long as they are still participating and are engaged. I will remember to support this in my classroom tomorrow!
Julie
Hey Jess,
Thank you for your thoughtful post. I strongly agree with you that we need to have an understanding of the cultural backgrounds of our students, before we create our teaching strategies. It is important to be a culturally responsive teacher by enhancing the self-awareness, increasing the knowledge and experiences of other cultures, implementing culturally responsive instruction, and advocating for systems change (Turnbull & Wehmeyer, 2010). Different cultural values and backgrounds can shape the parents’ expectations and influence the students’ behaviors. UDL is such a toolkit can fit all kinds of students’ needs by implementing multiple strategies and representing modified ideas. For instance, the speech-language therapist facilitated the communication skills of a non-verbal student during the snack time. The interventionist put a communication device on the table. When the student wanted to eat one more spoon apple source, the interventionist encouraged her to press “want” button to send an eating request.
How can UDL be applied to EC/ECSE curriculum and/or instruction? How can UDL be applied to your own classroom or teaching?
UDL provides guidelines for developing a curriculum that creates opportunities for all different types of learners to access meaningful learning experiences (National Center on Universal Design for Learning, 2014). The principles and considerations set forth by UDL are meant to help teachers determine what to teach, how to teach it, and how to motivate, challenge, and engage learners. UDL principles can be applied to EC and ECSE curriculum by using these concepts to evaluate the strengths and weaknesses of each lesson. I would ask myself, is the content presented in multiple ways so that each learner has the opportunity to perceive and comprehend the objective? Did I plan many meaningful ways for the learners to show me that they understand the lesson content? Are all students going to be interested in and motivated to learn the content of this lesson? If the answer to any of these questions is no, then I will need to supplement the lesson with additional resources. The principles of UDL could also be considered when filling in an activity matrix for students that need additional learning opportunities and appropriate support during these opportunities built into their day (Pretti-Frontczac, Grisham-Brown, & Sullivan, 2014).
I am currently working 1:1 with a child diagnosed with cerebral palsy in the birth to 3 age range in his home. I have begun to implement the principles of UDL in my teaching by adding visual supports to clarify the demands during challenging fine motor activities because the child frequently engages in nonengagement behavior (ie. screaming, throwing objects, and saying all done) to escape demands. I created green-red, to do-all done visuals with pictures of the activities. I currently am only placing 2 activities on the schedule since this is the first week of implementation. The first activity is a challenging task that only requires a maximum of 3 responses and the second activity is a preferred play activity. I would like some advice on ways I can create multiple means of expression with fine motor activities.
Kelly
Kelly~
I think your ideas for implementing UDL in a 1:1 setting are great. I think visual supports can be very successful in clarifying activities and expectations.
I was thinking about your question about creating multiple means of expression with fine motor activities. I was wondering if you could have him chose between two fine motor activities that work on the same thing or similar things? For instance, sorting beads by color or shape or pulling pony beads out of therapy putty. That way he could own the activity he chose and maybe the tantrums would be less severe.
I would be interested as well to know if anyone else had ideas or if you discovered a way to give him a multiple means of expression on your own
Hey Kelly,
I enjoyed reading about how you would reflect upon your instruction and lessons in order to ensure you are providing the best practices to your students. When planning and implementing a lesson it can often be difficult when not all students seem to be learning or accessing the information as planned. Often as educators it is hard to meet the needs of all learners, and the best way to do so is by questing what we are doing first that might make it difficult for some students. Using UDL to ensure all children are meaningfully engaged and able to participate in classroom activities is making sure to provide multiple means of representation, multiple means of engagement, and multiple means of expression (Grisham-Brown & Hemmeter, 2017). Applying these strategies would include addressing different levels of abilities based on the different types of questions and opportunities we use during lessons, including student interest and different learning styles and lastly, providing multiple ways for students to access and respond to lesson content. Looking at one’s instruction based on student learning styles and providing multiple ways for them to access the curriculum is being able to make those adjustments to different lessons as needed. Careful planning is the key to successful instructional activities, whether they are large group, small group, or one to one and whether they are child directed, teacher directed or routine (Grisham-Brown & Hemmeter, 2017).
Thank you for sharing your thoughts!
According to Horn, Butera, Lieber, & Palmer (2016) in early childhood curriculum or instruction, UDL can be seen as a tool to makes sure that all children have opportunities to gain access to, participate in, and make meaningful progress toward achieving the expected outcomes of the challenging curricular content. I think one of the best reasons why we should incorporate the principals of UDL is the fact that in today preschools we face the challenge of families and children from diverse backgrounds with different abilities. So in order to apply UDL in EC/ECSE curriculum or instruction, educators should focus on the widest diversity of learners rather than making individual accommodations and modifications. I think thinking of how to apply UDL to EC/ECSE curriculum, we should provide a variety formats for children to use resources and materials and materials, engage with learning content, demonstrate what they know and express their feelings, ideas and preferences. All these refer to the three key principals of UDL which addresses multiple means of representation (how the activity and content is presented), multiple means of engagement (how children’s attention is gained) and multiple means of expression (how children communicate/demonstrate what they have learned).
Regarding how to apply UDL to my classroom or teaching, Grisham et al (2017), chapter 7, discussed a variety of practices and strategies to implement UDL in preschool classrooms which is a great guide to use. So gaining some insight from the readings and some experiences, I would try to incorporate the following elements in my instruction in a preschool classroom:
1-Means of expression:
o I would make sure that activity steps are verbally presented and modeled.
o Depending on the activity, I would make sure to use pictures, verbal explanation.
o Depending on the activity, I would provide verbal, written, visual clues.
o I would also use a step-by step pictorial as children go through the daily process.
2-Means of engagement:
o I would allow children to actively participate with activity materials.
o I would let children make choices.
o Prior to an activity, I would ask children about their previous experiences.
o I would use small groups and plan on scaffolding to make sure that children are challenged not frustrated.
o While planning to do activities, I will represent steps pictorially to refocus children
3-Means of expression:
o While discussing themes or ideas, I would let children response verbally, chorally, individually, by pointing, or follow my model.
o I would definitely use the hierarchy of prompting so that all children complete a response.
o I would provide positive descriptive reinforcement
References:
Horn, E. M., Butera, G. D., Lieber, J., & Palmer, S. B. (2016). Six steps to inclusive preschool curriculum. Baltimore, MD: Brookes Publishing.
Hey Sarah,
I like your comment that educators should focus on the widest diversity of learns. If I am understanding you correctly, providing a classroom that fosters an environment that supports all learners in a way that allows them to access the curriculum without having to make those individual accommodations or modifications for only certain students. Rather making those adjustments for all students to use in the beginning with the thought that it will benefit the majority of the students in the classroom. That is the idea UDL, and you did a great job of explaining and exploring what this might look like in a classroom. Being prepared to work with a wide range of diverse learners in preschool can be difficult, but when using the UDL it gives a broader view on how to prepare the classroom set up, instruction and activities to meet the needs of all students at once. However, there will still need to be individual accommodations and modifications for a select few, but that comes from getting to know how your students learn and what type of extra support they need outside of the supports one has already put in place for their classroom. Using the UDL incorporates thinking about those adjustments by getting to know each student and how they can best access the curriculum. Adult-child interactions and relationships are powerful tools for working with young children. Establishing a close, nurturing relationship with each individual child in their care is one of the single most important things teachers can do (Grisham-Brown & Hemmeter, 2017). By creating close relationships with each student, we gain a better understanding of what they need, how they act in specific situations and how they learn. This allows educators to adjust for students based on those individual characteristics each child has.
I enjoyed reading your post!
Rachael R
How can UDL be applied to EC/ECSE curriculum and/or instruction?
UDL should be used in all EC/ ECSE curriculum and/or instruction because it was developed to serve all children. The idea of using the different three principles: Representation, Action & Expression, and Engagement give teachers a more well rounded and organized way of thinking about teaching. The key to picking a great curriculum for EC/ECSE is the definition of what UDL foundation is about. The curriculum and instruction should meet the needs of a wide range of students in several different ways.
How can UDL be applied to your own classroom or teaching?
As an EC/ECSE inclusive preschool teacher, I feel the UDL module bring reinforcement to teaching my wide and diver population of students. I’m able to give my students choices on how he or she is able to best learn new information even at the young age of 3, 4 or 5 years old. As a teacher, using the UDL method help me keep lesson planning fresh and new because I do think of several different ways to teach new information to my students.
Meredith,
I, too, believe that UDL can help us to teach our students new information in a fresh and exciting way. I am always looking for new ways to engage my students, especially my students who are just turning three. I also have students who have returned for a second year of preschool and they are not as easily engaged in materials they may have been exposed to in the past. UDL gives me new insight into ways of presenting familiar information and material in a new way to meet the learners where they currently are and to bring them up to the preschool and kindergarten standards. Lesson planning is certainly a challenge when presented with multiple ages, returning students, and learners with disabilities of all preschool ages.Thank you for sharing your perpective.
Katy
Hi Meredith-I agree that the UDL module helps keep lesson planning fresh and new. It is a great way to teach children and make their learning new and exciting for them. I also like that you mentioned it was created to serve all children. All children have the right to be curious, want to explore and discover. We as teachers need to provide those opportunities for all children, Thanks for sharing!
Robin,
Hi Meredith,
I agree that UDL is a great framework to use when thinking about how to structure the preschool classroom and day. I think one of the most important parts of UDL is remembering to have multiple means representation, expression and engagement. Looking at things from that angle helps us plan and assess our students in better and more flexible ways.
I am responding to this discussion as a requirement for my class in the ECSE Master’s program at the University of Northern Colorado.
The UDL guidelines on the website are a wonderful resource for teachers and the classroom as well as for early intervention. Using UDL provides support for all learners and with the newest technology and information included in these guidelines, service providers have many options to support all children. When using a UDL, multiple representations of material and delivery are necessary and these resources provide ideas for families and professionals to support curriculum and instruction.
As a preschool teacher and ECSE I will use the idea of UDL in my classroom by always providing visual schedules and visual representations for choices in my room. I will also use songs to provide extra support for activities and engagement. I will incorporate movement, visuals, and hands-on, authentic experiences to teach lessons. These ideas will support the diverse population of learners in my classroom, and promote their engagement and foster intrinsic motivation to explore and learn more as they continue in their learning.
Hi Julie,
What you have mentioned about the benefits of applying UDL by providing families with ideas to support instruction is really important. Family involvement, especially with the emerging and increasing diversity( e.g.ethnic, linguistic, socioeconomic) can be challenging. Creating a common ground between home and school through UDL principals, strategies and practices can not only result in positive outcomes but also encourage family’s active participation in their children’s learning experiences. Last year, for a class project, I had interviewed five EC directors in Colorado, about the challenges they face in their programs. The main concern that all five talked about was how to encourage active family involvement in the children’s learning. They mentioned diversity, cultural barriers and gaps as one of the reasons that the family involvement can’t happen the way it should be, and they lacked trained staff to fill the gaps. If I was doing the same interview now, I would have asked if UDL is something that they try to provide professional development on, and meet part of their needs.
Julie and Sara,
I am drawn to this conversation because I want to work in Early Intervention (EI) where the focus is on supporting children in their homes by coaching parents on how to embed learning opportunities into daily routines and, sometimes, use evidence based intervention strategies to teach the child. I say sometimes, because, as those of us in the same course read in the Monograph No. 10 by Pretti-Fraontczac, Grisham-Brown, and Sullivan (2014), sometimes children may just need more opportunities to practice a skill in order to master the skill. This where I think the activity matrix that we have learned about in our class readings and discussed in class corresponds with the principles of UDL. I understand the UDL principles to be ways to embed intervention strategies into everyday practices. My understanding of the term universal means that something will work for everyone. UDL practices can be built into daily life, so this should definitely include daily life at home with caregivers. It is our challenge, as educators, to support families in figuring out what will work for them. We will need to consider each families culture, SES, and other unique characteristics when planning, but the goal should be to make the supports work for each family instead of feeling like a huge burden to implement.
Thank you both for this discussion,
Kelly
Hi Sara and Kelly,
I think that the technological resources used for UDL that are out there provide great accommodations for children who need it. As an EI, Kelly, you may encounter children who need assistive devices for mobility or communication for the child to access the home environment equally to another child. I also think the resources are great to share with all ages. Thanks for your thoughtful comments.
The Universal Design for Learning is a flexible approach to curriculum development and therefore fits well in the preschool classroom. The myriad needs and strengths of our students require the multiple means of engagement, representation and expression that UDL encourages.
Using instructional differentiation in the classroom, I can provide opportunities for multiple means of engagement by teaching coping strategies so that lessons are available to students and they are ready to receive them. I must also have high expectations for my students and vary my demands upon them to maintain engagement. My lessons must also be relevant and authentic to reach my students and I must give quality feedback to reinforce engagement.
I can also facilitate multiple means of representation while differentiating instruction by making sure my students have background information about lessons or providing it to them. I can help them better process information by presenting it in various ways such as auditory, visual and tactile.
UDL can also be used to plan activities and instructional strategies that utilize multiple means of expression. I can help my students plan and reach goals and help them reflect on their achievements. I can also make sure I supply my student with the necessary means to express themselves in multiple ways by accepting various outcomes for lessons.
Hi Laurie- Thanks for sharing your thoughts! I like your idea of presenting the information in different ways. I think that is the key to be a great teacher, recognizing that all children learn differently and at their own pace. By presenting information in the ways of auditory, visual and tactile gives each child a chance to learn the information in one way that works for them. I also agree that providing background information helps the child be more successful!
Robin
Hi Laurie,
I like how you plan to implement the idea of UDL in your classroom. I feel that inclusive preschool classrooms that are set up using multiple methods of representation and a variety of activities for engagement can be examples for general education classrooms in the higher grades on how to include UDL.
I also appreciate your comment about background knowledge. I find that sometimes we stay on our lessons in our curriculum longer than recommended to make sure that we build background knowledge for our students who need it.
Julie
Hi, my name is Robin. I teach preschool in a small, rural mountain town. I am enrolled in the ECSE graduate program at UNC. My professor gave us an assignment that lead me to this site. I think that UDL practices can be easily implemented into early childhood classrooms. All children are unique and learn at their own pace. Children should be given an adequate amount of time to explore, discover and learn. The children should be given plenty of time to master the skill that they are working on. They should be engaged and motivated while learning. It made sense to me to relate the principles to how, what and why of learning. Principle 1, representation, is the what of learning. Principle 2, action and expression, is the how of learning. Principle 3, engagement, is the why of learning.
While there is always room to grow, learn, and improve, I feel that I use UDL in my classroom. I use picture/visual schedules both inside the classroom and out on the playground. The children have large chunks of interrupted time for free choice centers. We provide notice on upcoming transitions. When we are studying a unit, we try to incorporate it into each center in the classroom. We are promoting independence and a sense of community among the children in the classroom. There are plants to take care of, lamps in the room, lots of different textures (pillows and rugs), and classroom fish to feed. Large motor activities are built into the schedule throughout the day. As much planning as we do and as prepared as we are, you never really know how the day will go. Being flexible is the key, some days we go with plan B.
Hi Robin,
It sounds like you are doing a great job at creating a comfortable and stimulating learning environment for your students. You bring up a great point when you say that being flexible is the key to success. Some days, learners need things that we could not predict or plan for, so having the ability to recognize those situations is a huge strength. After reviewing the UDL resources on the National Center on Universal Design for Learning (2014) web site, I think that designing lessons with the three principles of UDL in mind is a giant first step to creating lessons that will be a success. In class, we have been learning about and practicing developing activity matrices. Planning for the principles of UDL in the activity matrices will create more meaningful embedded learning opportunities for the students that need more support. I think that when these supports are planned and embedded, they are more natural. Based upon the description of your classroom, this seems to be the case. Thank you for sharing.
Kelly
Robin,
I have never seen a play ground labeled. I think that is a good idea. Your last point is so important. It doesn’t matter if you put hours into planning or just 30 minutes. Anything can happen during the day, and you need to be flexible and able to adapt to change within minutes. Not only your sake, but for the students and the flow of the classroom. Planning should be an outline of your day, not something that is set in stone. You can add activities tomorrow if you missed them today. I had a co worker once that planned weekly and was so rigid about sticking to that daily schedule. That she just skipped value lessons if she didn’t get to them. Plus when you have lessons that build upon each other, you really can’t skip a part of the lesson. You seem to have a good flow within your classroom which is good to hear!
Jessica Watts (Duggan)
My name is Cynthia Mathews. I have been a classroom teacher for seventeen years. I have conducted extensive research on CURRICULUM and STUDENT MOTIVATION. Yet, most of my understanding of how to teach students comes from my personal experience in working with them. What I know is that students need and desire one-on-one instruction, especially students that endure a disability. I will strongly state that all students, to a significant extent, may benefit from one-on-one instruction. Of course, if you are an educator, you understand that providing individual attention to students is nearly impossible–it is not feasible. Yet, I have learned that every opportunity I have given students with a one-on-one approach to learning, they have learned the most. The idea, then, might be to structure students in a classroom setting whereby the strongest students in a learning discipline may work with the teacher in helping to instruct the other students. This idea might be workable with incentive programs for the student helpers, and awards need to be given to students who improve in learning the most. Students’ learning in classrooms with others can be a daunting experience. Students’ learning in classrooms with a teacher one-on-one support or with a student aid might be worth looking into. In the meantime, most of the articles and their suggestions mentioned in the readings of this course are jeopardized by the lack of attention students need to master the learning.
Hello there!
I am a grad student at UNC and was directed by my professor to comment here on this website. I have yet to teach but I know when I do I will use UDL in my preschool classroom. I have found everything about it very interesting.
How would you apply UDL to ECSE curriculum?
I think it is very easy to apply UDL to EC curriculum. There are so many different ways to teach a concept/idea to the children. Everyday can be a different way of learning that topic. You can range from visual to tactile and auditory. You can write a letter in sand and play dough, shaving cream, and now on tablets. We can go outside and learn, we can fill the sensory table and learn. There are so many ways to teach children in ECE.
How would you apply UDL to your own classroom or teaching?
I would use different materials throughout the week to teach our concept/letter/idea. I would use art projects, visuals along with reading a story, maybe music and dance that could reinforce our ideas. In our centers I would have tables with different materials each one relating to the concept but just working it in different ways so each child could experience different activities and play.
Hello, I teach kindergarten in Thornton, Colorado. I am taking my first graduate ECSE class and have in interest in teaching preschool. I was directed to this website through an assignment. First, I want to share what I have begun to learn about UDL. In an early childhood classroom, children are just beginning to understand what it means to be an independent thinker and learner. Whole group instruction often isn’t a good fit in a classroom with varied ages, learning styles, and abilities. Curriculum is usually geared toward the “average” student, lacking in differentiated instruction and opportunities for problem-solving and thinking skills. Lessons that are created for students with specific considerations for accessibility and materials provide learning opportunities for all students regardless of language and learning ability. Students also need to be encouraged to interact with their environment and identify themselves as problem solvers. Determining how individuals will succeed and incorporating accommodations creates a supportive learning environment, accessible to everyone. In my current classroom I have several learning strategies in place that I feel are effective; like discussing our daily schedule, vocabulary lessons, and setting learning objectives. While reading about UDL, I’ve learned that what I do in the classroom is often effective, but additions and modifications to those strategies can be even more beneficial for my students. Our schedule tells my students what our day will be like. To modify the schedule, I could provide pictures and clocks with the words to create a visual schedule and support children who aren’t reading. Our vocabulary lessons include a verbal discussion with some pictures as we talk about the meaning of the words they may see in stories. In addition, we could include sentences and examples that contain the vocabulary words, while keeping in mind that phrases and terms may be cultural and have other meanings. In my classroom I have very specific goals and learning objectives for the lessons I teach and individual students. A modification that would likely increase student motivation would be to include the students in conversations about their own goals. I could also share learning objectives in kid-friendly terms during instruction so that they know the purpose for what we are doing and learning. I have enjoyed this website and appreciate the useful information to provide a strong education for the kids that I work with. Thank you! Jenny
I think UDL can be applied in the EC/ECSE curriculum and instruction by differentiating for all students. In preschool we get to know our students very well, as well as their families. This makes it a natural fit to apply UDL as we know what makes them tick in class, and we also learn about their culture and home environment which can play a big role in education and how one learns. Is it visual or auditory learning that suits them best, do they need hands on, assistive technology, stimulation during an activity, or sensory experiences? Oftentimes, a child with an IEP will already have such items in place like sensory breaks, or an FM radio device.
I think UDL is applied in my own classroom through visual schedules, choice boards, sensory integration, multiple ways and opportunities to demonstrate knowledge, team work, small and large choices, positive behavior supports, scaffolding, multiple ways of presenting the same information in the lesson, Ipad learning, and ownership of the classroom just to name a few.
While many aspects of UDL seem as though they might be above a preschool learners level I think we can incorporate them in minute ways such as goal setting, which I do with my high level learners. For instance, I ask their opinion if they think they are ready and want to move to lined paper for writing. My kids develop mindsets that they are problem solvers because myself and my team acknowledge any way they demonstrate it by announcing to the class that so and so just solved a problem. We teach self regulation by learning how our body feels when we have an emotion, and what we can do with that emotion in appropriate manner. We teach about being a productive member of a team and how to self evaluate your own work. I think all of the mindsets need to start at the preschool level to build confidence in kids and using UDL is a mindset for teachers to give every kid the greatest opportunity to learn possible.
Hello, My name is Nicole and I am a graduate student at UNC studying ECSE. Right now, I am currently an instructional coach in a Pre-K through Grade 4 school. After viewing the UDL powerpoint, it is crucial for the Universal Design of Learning be implemented in all ECSE lessons on a daily basis. Although it is not possible to integrate every component of the UDL in every class, teachers can plan an effective lesson and use a variety of strategies. Today’s classrooms can be very diverse and teachers need to meet their needs by using the UDL to reach all learners. In the beginning of the year, teachers will need to gain knowledge about each and every student by assessing them in the classroom environment. This will give teachers how each child learns best and provide activities around the student’s needs. From that point on, its the teacher’s job to create and design a learning environment and lessons for all students so they have an opportunity to learn and grow.
UDL can be integrated in the ECE or ECSE classrooms in a variety of ways. I feel I provide multiple means of engagement in the early childhood environment such, as a variety visual posters, project-based learning projects, and using cooperative learning structures. Within the second principle, I have created a variety of ways to present information. For example, I have used video clips for engagement, used realia/books to capture interest, brought in guest speakers or used Skype in the classroom. Being a former kindergarten teacher I have used bubbly seats, pencil modifications, stress balls for individual students based on their needs to support their learning. I have also allowed young children to express their learning in a variety of ways, such as writing, talking, drawing, or showing their learning. It is imperative In an early childhood environment that teachers have the opportunity to design learning environments that will meet the needs of the children’s needs and abilities by using the UDL framework.
Hi,
Thank you for sharing all of the great resources to help support all students! I have known about UDL for many years, but this website is a good reminder for me to continue to be mindful of how I can help with the learning process when I am teaching. I’m grateful to my professor for assigning us to review your website.
UDL focuses on providing multiple means of presentation, action and expression, as well as, engagement. All of these are relevant to early childhood education (ECE) through adult education. When creating curriculum for ECE, Grisham-Brown, Hemmeter, and Pretti-Prontczak recommend targeting behaviors for instruction for all children regardless if they have a disability or not. This aligns with the philosophy of UDL. Frequently, people use accommodations for children with special needs for things like presentation and expression and occasionally for self-regulation. In my experience as an educator, engagement often gets lost along the way. The recommendations from your website highlight important things to consider regarding engagement like “recruiting interest, sustaining effort and persistence, and providing options for self-regulation”.
There are a myriad of ways in which I can incorporate UDL in my classroom. I frequently use visuals to support auditory instruction. For example, when I am teaching how to solve a math problem, I use manipulatives to physically show the concept in a concrete manner and I write down the steps of the math problem and I think aloud my process for solving the problem. When it comes to self-regulation, I like to teach from Zones of Regulation. It provides many visuals to help support self-regulation.
I will be referencing your website frequently. Thank you!
Best Regards,
Robin Grabham
Hello! My name is Meg Henry, I am also in the ECSE masters program through UNC. UDL was first introduced to me in my my very first graduate level course and all I could ask myself was, “how have I not heard of this before!” I think UDL is essential to the early childhood classroom as this method of instruction allows for a variety of ways for children to access materials and respond/engage. For example, picture cards, tangible materials, video modeling, songs with actions, etc. Coyne, Kame’enui, and Carine (2007) describe six main principles:
Big Ideas – the concepts that anchor the smaller ideas
Conspicuous Strategies – teaching explicitly the clear and useable steps to solving a problem
Mediated Scaffolding – temporary support and assistance provided by the teacher
Primed Background Knowledge – recalled prerequisite skills and knowledge needed for learning a new task
Strategic Integration – planning lessons that will connect all academic areas to the “big ideas.”
Judicious Review – giving students opportunities to review what they have learned
I apply these ideas in my lessons by using visuals with pictures, words, and ASL. I also use songs with motions to go along with pretty much everything we talk about from routines and letter sounds, clean up and transitions, and even concept development.
Hello! My name is Kaitlyn Pettigrew and I am a graduate student at UNC.
I think the UDL strategies can easily be applied to an early childhood curriculum! It is a great way to work on reaching all children and teaching different ways of acquiring knowledge and in demonstrating what they already know.
When I went through my undergrad, we were taught to incorporate many different ways for children to learn in the same lesson, so I am already used to using this method in my instruction. When I teach a new letter to my preschoolers, I work all week on creating new experiences and ways of learning and practicing this letter. On Mondays, I introduce the letter by reading a story filled with words that begin with that letter, we also read a poem, sing a song, and look in that letter box (filled with toys and objects starting with that letter). On Tuesdays, we do a much more kinestetic approach to learning by making the letter with our bodies practicing writing that letter in sand, paint, shaving cream, or building it with playdoh. On Wednesday, we practice writing the letter on the Ipad, practice saying the letter name and sound as we trace the letter shape with dot markers and we find whose name in our class contains that letter. On Thursday, we go for a letter hunt around the classroom, and each child will take home a book containing words that begin with that letter. I try to gear the learning to all students in my class by having many experiences and a variety of varying opportunities to learn. My letter instruction certainly incorporates many of the UDL guidelines, especially physical action, comprehension, language and symbol teaching, perception, and recruiting interest.
When I incorporate the UDL guidelines in my classroom, I see much higher student engagement, and learning.
Hi Kaitlyn, Ditto here. This a big focus when I did my undergraduate degree as well. Since I differentiate for all kids it seems a natural process to apply UDL guidelines across the classroom including the children with disabilities. However, some areas are a bit too deep for my kids, especially areas that apply to goals and objectives. Sometimes my kids can’t look past getting to recess let alone planning ahead or understanding why we are learning something. I do like the UDL design though and think it helps me take a deeper understanding of where I can lead my kids. Thanks for a great post. Tonya
Hi Kaitlyn,
I had a similar experience in my undergrad studies in that we were taught to use multiple means for instructing children and allowing for multiple means for students to demonstrate their understanding. At that time, the concept was taught as part of “differentiated instruction” which was originally coined by Dr. Virgil Ward in his work with students who were gifted and talented. Differentiated instruction aligns with the Universal Design for Learning philosophy of supporting the students’ learning rather than forcing students to all fit in the same box. I am really appreciative that there is a better understanding of diversity within learning because I was one of those students who did not excel in a one size fits all classroom.
Thanks for sharing your thoughts!
Best,
Robin
Kaitlyn,
I can see UDL in your everyday instruction. It is so easy to implement UDL in the preschool setting, I think teachers are already using numerous ways of teaching ideas and curriculum to the children. It just makes sense to use different materials and methods to teach the lesson through the week. By the end of the week it has “stuck”!
Hi Kaitlyn,
Thanks for sharing a concrete example of how to teach a concept with multiple modes of instruction. When I do this, I think it is so interesting to see which students grasp onto which mode. I like to think of my students as in little groups of learning styles and make sure each lesson incorporates them all so that each student has the opportunity to learn new material in the way he/she learns best. I agree that this keeps them more engaged and learning to their highest potential.
Cheers,
Holly
I feel like I apply UDL in many aspects of my classroom being a special education preschool classroom. I do however always feel there is room for improvement. I often times get new ideas for UDL in the classroom from my co-workers. When I observe them in their classroom I see all the ways that they differentiate for their students. I use varying difficulties of worksheets during my morning work time and during small groups I group students based on level and what goals they are currently working on. I have found that principle III on engagement is one that I am always working on and changing in my classroom. Because my students are 3-5 they already struggle with attention and engagement so I am always looking for new ways to keep them engaged at whole group instruction. This is often times through movement or visuals that are appealing, but again I am always looking for new ideas. I also use fidget toys for students with higher needs that really struggle to attend to whole group instruction.
Hi Erin, Your right there is always room for improvement in all of us I feel. I also get many ideas from co-workers and especially when I have a chance to observe them. Recently, I was in 4 different classroom and it was especially interesting to watch them interact with their students who had disabilities. One classroom I was in did a really nice job of providing alternatives for auditory information such as a visual schedule and a first and then chart. Another had a student who could totally manage his visual schedule all on his own. These are inspirations I take back to my classroom and push my students with a disability a little further. Nice post. Tonya
Hi Erin, I agree that engagement with younger students can be challenging. When we work with larger groups of students it can be tough to differentiate the content so that all of the students are working at their instructional level. We have found that a “Workshop” Model, Guided Math and Reading, has made a big difference in engagement and student success! Whole group instruction is only 15 minutes at the most. The students have independent and partner work time, in addition to reflection. We are able to structure lessons so that we can flexibly group students by needs. These groups range from 1-5 students and can change daily. The students have become more dependent and responsible for their own learning. Their ability to communicate ideas and problem-solve has been so much fun to watch as they grow and practice. Thank you for sharing your thoughts and ideas Erin!
Hi Erin,
Thank you for your post. I also feel that I get the best ideas from my co-teachers. It is great that we work in a field that utilizes collaboration and sharing of ideas. I know I could not do this job without the help of my amazing team! I also do small groups with my class and sometimes I find that it works well for me to group a high, medium, and low achieving students so that they can help each other. Just like we learn form other teachers, the kiddos learn from their peers.
Meg
Hi Everyone,
My name is Kim Kosht. I am currently enrolled in the Early Childhood Special Education Master’s Program through the University of Northern Colorado. After many years teaching kindergarten, I decided to jump in the amazing world of early childhood special education. I serve as an ESCE in an integrated preschool on the Western Slope of Colorado. This website was recommended to me by my advisor and professor.
How can UDL be applied to the EC/ESCE curriculum and/or instruction?
In order to meet the needs of our students with and without exceptionalities, it is imperative to incorporate Universal Design to design curricula, lessons, and interventions. The three basic principals include multiple means of representation, expression and engagement. As facilitators, teachers, and designers these principals should be evident to ensure maximum student success. Multiple means of representation in the early childhood setting includes using pictures, realia, and hands on type experiences. When thinking about expression in early childhood the teacher should be cognizant to provide opportunities for physical response, access to learning and assistive technologies. Providing opportunities for engagement seems easily applicable in an early childhood setting. Open learning centers and child initiated discovery time, lead to high engagement. Learning centers contain natural venues for differentiation and scaffolding. The more I understand about UDL the more I realize how many ways it can be applied in the early childhood classroom.
How can UDL be applied in my own classroom or teaching?
Early in the fall, I rearranged my classroom to provide universal design through the environment in my classroom. I believe that each year’s student’s require different environmental needs such as help accessing materials, to providing certain spaces to best meet the needs of each student. Providing realia, pictures and total physical response in stories and songs during circle and free choice time deepens the students understanding. This year, one of my favorite strategies has been to teach the story backwards. I show the realia from the story, act it out, and then we read the story. This technique increases the interest, attention and comprehension in my students. The biggest gains in comprehension have been in my ELL and special needs students. UDL in my classroom also includes multiple means of engagement such as open learning labs. For example the marble works station in the science lab has provided opportunities for persistence, and problem solving for all students with variable learning abilities.
Hi Kim,
Thanks for sharing your thoughts on UDL. You made a lot of really great points throughout your response. I liked how you mentioned that children need open learning centers and child initiated discovery time. I believe that to be incredibly important and really put an emphasis on providing students with a long choice time during the school day. I feel like this is where we see the child show the most engagement with the environment and with peers. I also believe that this is the best time to collect data and conduct informal assessments because this is when the child is most comfortable and able to perform as their best self.
Hi Kim,
Thanks for sharing your ideas on how you incorporate UDL in your classroom!
It was new to me to learn about your idea of “teaching a story backwards”. In UDL terms, this might be considered activating or supplying background knowledge through pre-teaching critical prerequisite concepts through demonstration (e.g., acting out the story). It seems like your strategy may be more of a forward thinking way of telling a story! 😉
Thanks again!
Best,
Robin
Kim,
I love the idea of teaching the story backwards. I have never heard of that, it sounds fun. How interesting that the ELL and special needs show the biggest gain in comprehension. I wonder what it is about your technique that is clicking with them!?
Thanks for the thoughts, that was interesting!
Hello! My name is Holly Pratz, and I teach kindergarten and first grade in a small, rural town in Southwest, Colorado. Our school has about 70 students K-12 with all classrooms being multiage, so UDL is an important aspect of the way we need to teach. Currently, I am a graduate student working towards a master’s degree in early childhood special education which is another area of education where UDL is extremely important. One of my classes asked that I post on this board, and I am excited to share some of my thoughts on UDL with a broader audience and see what everyone else has to say!
My school is a part of the nation-wide network of EL (formerly Expeditionary Learning, http://eleducation.org/) Schools. The EL philosophy grew out of the principles of Outward Bound as a way to incorporate those ideas into elementary and secondary curricula. Developing curricula under the guidelines of EL incorporates all aspects of UDL and therefore I use UDL on a daily basis in my classroom. One significant idea from UDL that I see often in EL is the idea of using background knowledge. When beginning to learn about a new topic, EL encourages teachers to start with what they call a “Building Background Workshop.” Students dive into a new/unknown area of study spending time collecting what they already know and adding new background knowledge that will help them understand new content that they will learn. This background knowledge helps them activate schema, form connections, and remember the new information. For example, a study on China may begin by examining artifacts from China, photographs, text, film, and food over the course of a week. The students would take notes and discuss what they are seeing. This information would be referred to, added to, and refined throughout the course of study. Throughout this time, the students would be forming connections to new information and remembering more than they might if new information was simply introduced without any background knowledge. I think that this is such an important part of UDL because learners with special needs, such as an ELL student or one with a disability, can understand and remember so much more when those connections are formed.
UDL is especially important in early childhood education settings because children have such varying levels of development in the different domains such as physical, cognitive, speech/language, adaptive, and social/emotional skills. In order for teacher to meet each child at his/her developmentally appropriate level and help him/ her reach desired goals, the classroom environment needs to be able to support the different levels. This is accomplished when teachers provide multiple means of representation, multiple means for action and expression, and multiple means for engagement as UDL suggests. Again, I would like to highlight the UDL principle of providing options for comprehension, and more specifically activating or building background knowledge, as especially important for early childhood because I think that young children are learning so much every day that it is more meaningful to them if they can connect new information to something they with which they are already familiar.
Hi Holly,
I was really interested to hear about how UDL works in such a small school. When you talked about the classroom being multi-age and that is so similar to what we run into in Early Childhood. I will have students start in my classroom who have just turned 3 and are just starting on pre-academics or just learning to communicate. Or I will have 5 year olds that are being prepared to go to kindergarten the next year and may be showing signs of being gifted. I feel like at this age group we are constantly differentiating and using those core 3 principles of UDL. I particularly could relate with what you said about multiple means of representation. I run into this every day during whole group instruction and I am always trying to find different ways to get the information to all the students in the classroom and at the same time keeping them all engaged. I think UDL is such an important part of the classroom and big part of this is because of the time and energy it takes to implement it well. Thanks for your insight on this .
UDL can be applied to EC/ECSE curriculum and/or instruction, but first we need to observe and assess each child individually, to gain knowledge as to what kind of learners they are in order to figure out what types of accommodations and modifications are needed if any, however we may need to use accommodations or modifications to assess. This is a process of evaluating and monitoring what works and what doesn’t? Unlike traditional views there are no two children alike and one curriculum does not work for all. This doesn’t mean we don’t have the same high expectations for all. We do! It is up to us to find a way to help children reach these expectations and the earlier the better. Providing the key concepts of UDL; Representation of content- what is being taught, or what we want students to know and be able to do. Means of action and expression- ways students go about making sense of what they are learning and being able to demonstrate it. And Engagement- ways students can become involved in their learning. All three are essential for the foundation of early learning and can be provided through the use of accommodations, modifications, technology, differentiated materials, and alternative assessments.
As a Special Education Teacher I feel I implement UDL on a daily basis. I provide Accommodations, modifications, differentiated materials, technology, alternative assessments and interventions, in all my classes. I carefully consider the needs of each and every child when creating lesson plans and making team decisions for student goals on IEP’s. Most importantly, UDL allows me to help my students find ways to better help themselves academically and in life.
Kim,
You mentioned the key concepts of UDL as representation of content, expression, and engagement. I completely agree that these are needed in preschool. You also mentioned that one curriculum does not work for all. I agree that one strategy or intervention does not work for all, but sometimes we are tied to one curriculum and that is where modification comes into play. It sounds like this is what you do. We use Creative Curriculum and our ECSE’s modify and differentiate lessons for their kid, but they do not use a different curriculum. It sounds like you are doing great things in your class.
Kristid Donathan
Hi Kim, you are so right, the earlier the better! I like how you phrased your description, as each child varies so much, we really have to make modifications and adaptions to each student, but first we need to get to know the student before changes can enhance their learning experience. Natalie
Hi! I am graduate student at UNC studying ECSE. I am also fortunate enough to work full time as a Preschool Director in an inclusive Community Preschool.
One of the things that I picked up on in reading your description of UDL is the ides that a universal approach to curriculum needs to be addressed during the development of the lesson, rather than retrofitted into an existing curriculum.
In ECE and ECSE, I think that considering UDL in all lessons is imperative to reaching all learners. In the Preschool where I work, for instance, we have a multi age classroom for children ages 3-5. In order to give all children access to all activities, we have to regularly consider the children’s varied skill levels, individual needs and style of learning. I agree that these things should be considered while lessons are being designed in order to be most effective and authentic.
UDL can be utilized in a ECE or ECSE classroom in so many ways. Providing picture schedules and visual choices allows all children to be active in the classroom processes. Carefully arranging the classroom environment allows the reduction of distraction and can promote self regulation strategies. Recently, I have learned about how technology such as communication devices and choice programs (we just stared to use Choiceworks) can promote UDL.
I am so excited to read more ideas on this blog!
Hi Kerri, I will look into Choiceworks, so many programs are new to me. This week I was brain storming with my co-teacher and we really waned to create social emotional videos with the kids, as we were seeing a lot of aggressive behavior, and I think some of my books and guiding pictures are getting a little old. I always notice we really can’t learn if basic safety awareness and norms are not in place. Thanks for posting! Natalie
Hi Kerri,
I too am learning about different communication devices that can support students. It’s really cool how far technology has come and how we can use them in the classroom as a tool for our students. Thanks for sharing about Choiceworks; that is a tool I hadn’t heard of and I look forward to doing some research on it. In my classroom we have begun to incorporate a tool called Pictalo which allows us to video students during the day and add words to their play. It has been really exciting to see their faces light up as they interact with peers sharing videos and language about their day.
Hi Kerri,
I like how you mention the importance of the environment and how this is a part of the planning process. I agree and think that this element if sometimes overlooked when thinking of lessons.
I am also glad to hear you are working with Choice Works. That app can be used in so many ways and can really help the little ones manage their day and what is expected of them. How are you liking it so far?
Meg
Hello. My name is Amelia. I am a graduate student at the University of Northern Colorado. I am currently working towards earning my Master’s degree in ECSE. I hope to make a positive impact on the quality of early childhood education that is able to in my community.
I believe that UDL should be applied to EC/ECSE curriculum and instruction throughout every single day. Every student we teach is different from the next; it is important that we as educators differentiate our instruction to support their individual needs. Especially when working in the realm of special education, it is very important that we provide our students with an education that is inclusive and in the least restrictive environment; using UDL is a way for us to provide our students with the education that they are entitled to. We can provide our students with UDL by being intentional with the way we present our language, content, classroom environment, and materials used. I am always looking to improve my practice and I am looking forward to reading how others implement UDL in their classrooms.
I have applied UDL to my classroom and teaching in many different ways. From offering cube chairs and wiggle seats at circle, to leveling the materials available on our arrival tables for students to work with; everything we do is specifically planned to support students of various developmental and physical abilities. One example of this is how we display our puzzles for student use. Whenever we put out puzzles we make sure that there are single piece puzzles, puzzles with a few pieces, and puzzles that are a bit more challenging available. This helps use provide an environment that students can be successful in no matter their ability. I even like to manipulate the arrangement of the puzzles so that students who will likely chose a single piece puzzle will be sitting next to a child who will likely chose a more difficult puzzle. This helps us to promote social interactions among peers as well.
When planning table top work we always try to scaffold the materials so that all students can be successful at the activity no matter their ability. For example; if the activity involves cutting and gluing we try to provide the materials to students so that they are challenged to a point that is appropriate for them specifically. A child who is capable of cutting out shapes will receive materials that may require them to cut everything out themselves; a child who is proficient at cutting but still needs support will receive the same materials but with less cutting; a child who is in the emerging stages of cutting will receive the same materials but the requirement of snipping; a child who is emerging with snipping will receive the same materials but might also use adaptive scissors. This has helped us to provide students with the supports they need to be independent and successful while working along side their peers.
Hi Amelia,
I like how you related the use of UDL to a child’s success in all of your examples. Your examples reminded me that part of UDL is bigger picture and more complicated, but the other part is the small everyday things like choosing the right amount of cutting for each child. And that both the big and small aspects of UDL are there to support each student’s success. I teach K-1 and when it comes time for us to cut out a lot of things during a lesson or project, I often forget that some kindergarteners are still not proficienct in cutting with scissors! It is easy enough to help them on a whim, but sometimes I find myself forgetting to plan for those small things because I tend to focus on the bigger picture. Thanks for the reminder!
Sincerely,
Holly Pratz
Hi Holly,
Thanks for your comment! I’m glad my examples where useful to you!
Hi Amelia,
I too have tried things like cube chairs and wiggle seats at my whole group instruction area and have found this helps a lot with engagement. I really like your idea of how you organize the puzzles. We do puzzles after our morning work in my classroom and I like the idea of having them set up that way and making it easier for some of my students to more independently pick a puzzle that is appropriate for them. Thanks for the great examples from your classroom!
HI Erin,
Happy to help! It’s wild how something as small as the number of pieces in a puzzle can make such an impact on the flow and instruction in the classroom.
Hello Ameila,
I really appreciate your specific examples of how you integrate UDL into your lessons. You are giving the scaffolds needed for all your students in your classroom so all different learners can be successful in their learning. It sounds like you are providing a variety of materials for your students to demonstrate their learning. Do your students monitor their own progress and move on to the next level of difficulty?
My name is Lisa Sagal, and I am working in the capacity of a visiting ECSE for 3 different preschool classrooms in my county. I work with children with exceptionalities in their inclusive general education environments. Universal Design for Learning is most definitely needed in these early learning centers. So many of these kiddos have different strengths and areas of need that they should be able to access the curriculum in a way that feels right to them. Some children are serious visual learners; they function better when they can see a visual plan of what is going to happen next, such as displayed through the use of picture schedules or “First/Then” boards. Other children are extremely tactile in their learning, and must touch and manipulate physical items in order to heighten their understanding. Still others learn best through audio presentation of songs with catchy tunes and lyrics. It is important to appeal to all facets of environmental input to make sure all kinds of learners are being reached through direct instruction.
UDL can be applied to the classrooms I work in by integrating these aforementioned sensorial experiences into a learning representation. Some people will learn how to do the craft project of the day by listening to the instructions, some will learn by watching, others will want a visual step-by-step instruction board to follow, and still others will learn by doing the project with their own hands. When responding to a certain lesson about numbers, one student may be able to answer verbally to demonstrate understanding, another student may hold up fingers or a number card to show how many, and yet another may stomp his foot three times. This is an example of UDL response variations or expression. In our classrooms, engagement also looks different for various individuals. Some children are extremely independent, some will require visual or verbal prompting, or support from a staff member or peer, and some will need total physical, hand-over-hand prompting to participate in an activity. Participation will appear different as well. We may see children really moving materials, being vocal and interacting with their peers, some may be playing or exploring quietly nearby, and others may be taking it all in through their eyes and ears in a watchful observation-like state. Learning occurs in diverse ways.
Lisa,
You have great insight on differentiation and modification. I appreciate your comments about engagement. So much of the time we think about different learning styles when we are planning an activity, but often do not think about learning styles when thinking about engagement. Thank you for your thoughtful response and insight.
Kristie
Hi Lisa,
Your position as a traveling ECSE is interesting to me. It would be fascinating to work in three different preschool environments. From your post, I can tell you have a great deal of knowledge and you apply UDL strategies for all types of learners. When you offer suggestions for individual students to the other directors, are they open to your ideas? In three different preschools, do you find collaboration difficult? Do the teachers follow through and use the “first/then” boards with the student with special needs?
I am the ECSE/Director for morning and afternoon classes. I have two teacher assistants and SLP and OT support. Sometimes getting everyone on the same page in this setting is difficult. Thanks for sharing.
Hi Kim,
Yes, spreading time between different classrooms can be challenging. My team and I really try hard to meet formally monthly to discuss strategies being implemented and if they are working, and informally as needed. While teachers may be open to ideas, it’s really up to them to utilize them on a regular basis because they are with the kiddos 7.5 hours every day, and I am just a weekly visitor. The general consensus is that First/Then boards and individualized visual schedules that the kiddos can manipulate and touch are effective tools. Collaboration is interesting at one of my locations because there is a strong difference in opinions between my therapeutic team (ECSE, OT, SLP) and the teachers. As I said before, they are the ones who are in the classroom dealing with children the majority of the time. We may make suggestions, model strategies and techniques for engagement, and create supportive materials, but it’s up to the teachers to have buy-in.
The Universal Design for Learning can be applied to EC/ECSE instruction in all areas of instruction. When planning a lesson in early childhood or in special education a teacher should focus on each individual student and the ways each are motivated and learn best. Within special education it is important to consider the unique differences in those students ability to participate in different activities. Using UDL will help teachers to make sure all students will have access to the curriculum and/or lesson being taught. Each of the three principles are important to consider for all students. Using multiple ways of representation for all learners will include the use of different visual, auditory, or sensory inputs that will motivate and help all students. Allowing students to use their own form of expression in all areas to express their learning and understanding is also important in any classroom. Engagement is tricky for all students as each student will be motivated in their own way. It is necessary for teachers to get to know each student and what will interest them most to help all students make connections and build that motivation to stay focused and learning.
Within my current teaching position I use UDL strategies everyday. I have special needs students with a variety of needs ranging from visual, auditory, sensory, and cognitive. With my lessons taught from a book I include outside pictures or objects students can hold that represent what is being talked about. I also use the promethean board for hands on interaction for students that benefit more from hands on learning. I use a microphone to amplify my voice which helps all students and I also have a microphone that is directly connected to one of my student’s hearing aids. Many of my students use communication devices to answer questions and to ask for things they might need. All students within my special education class are able to communicate their knowledge and their needs in their own way that works best for them. I believe the UDL strategies can be beneficial for all learners and it is important for teachers to consider when planning and implementing the curriculum.
Hi Shelby,
I have not yet had the opportunity to work with a child who is hard of hearing or visually impaired, so I was interested in the accomodations you use for these students. Do you use sign language at all? With so many options for assisstive technology these days, I wonder if children who are hard of hearing are still being taught sign language. Even though my students are not facing these challenges, I still like to include something for them to hold when we read books at times. I have several stuffed animals that are characters from books we read. Learning is an emotional experience, and I think it deepens their comprehension of the character when they connect with a “stuffy.” Plus it is really cute!
Thanks for sharing,
Holly Pratz
Hi Holly,
I do use sign language with all of my students. Some students are able to pick up on it and use it better than others. We try to use all modalities and it helps us determine which one the student will be most successful with. My student that is hearing impaired has actually been more successful using the communication device as her motor skills make it hard for her to imitate sign language. I have a small stuffy collection in my room and my students love sitting with the stuffed animals during the day it is a great way for them to feel comfortable. Thank you for your insights!
Shelby Smith
Hello all!
I am a graduate student at UNC. This website was recommended to us by our professor. I am thrilled to have had the opportunity to explore this website as the links included provide awesome strategies.
UDL is an essential component for all students not just those on IEP’s. Presenting information to students in a variety of ways is critical since all our students learn in different ways. Having three children of my own, UDL is something we do on a daily basis as a mother. I modify how I present the information based on which of my children I am instructing. As teachers, using different modalities ensure we encompass all learners based on their unique and individual learning needs.
For example, transitions can be difficult for many preschool children. It is hard to stop an activity you enjoy and move to something less motivating. In order to support this process and avoid behaviors associated with the transitions providing children with a transition support can be very beneficial. The use of timers provides both auditory and visual input. Another strategy is the use of a transition object. By providing the child with a transition object can help eliminate the stress associated with transitions.
Incorporating technology can also be very effective. Technology is highly motivating for most children as it gives them instant gratification. Learning games on the computer can provide different strategies for teaching skills. It is a very visual option and can provide positive reinforcement for learning which supports engagement.
How can UDL be applied to your own classroom or teaching?
Applying UDL in the classroom or teaching should be planned and proactive versus reactive. Having these strategies in place in the beginning sets a classroom up for success. Incorporating UDL strategies begins by forming a relationship with each individual children and determining what makes them “tick”. From there, I can begin to design my lessons to support each individual learning style. For example, if I know a student is a visual learner I am going to focus instruction from a different approach then for an auditory learner. Likewise, our expectations of how a child demonstrates comprehension should be varied. Giving children options of how to show they understand is important. A child who struggles with communication may not be able to tell you his colors but can identify them and/or match colors to demonstrate comprehension.
Hi Taryn,
Thank you for sharing your input on presenting information to students in a variety of ways. I also believe that doing so can eliminate undesirable behaviors before they start, and set up student success through positive and accommodating supports. I like the strategies you mentioned: using a timer for a visual aid, a tangible transition object and technology incorporation. I have used all three of these approaches as well, and find them to be super successful when accommodating for our visual, auditory and tactile learners. Apply UDL in our classrooms supports engagement and reinforcements for learning. I’m glad you were able to share a bit of your positive experiences for the rest of us to reflect upon. Thanks!
Nicole
Hi Taryn,
Thanks for sharing your thoughts on UDL. It’s interesting that we often integrate so many representation and engagement opportunities in succession. You referred to transitions. Often we will prompt with with a visual “First/Then” board, then give a timer to tick down the minutes until the transition, provide a sound cue when it’s time to make the switch in activities, hand out a transition object or use peer partnering for natural supports, and sometimes more! By feeding the sensorially preferred mode of receiving input, we hope to appeal to everyone in one way or another so they know what to expect and how to move forward in a common daily procedure.
Taryn,
Thanks for your thoughts! It was interesting hear about your thoughts with incorporating technology. I agree that it is highly motivating, and it gives them a different strategy for learning a concept. It gives them a different way of interacting with the instructional materials and is definitely a component of UDL strategies.
Great thoughts!
Hi Taryn,
I appreciate the depth of your post. I love the way you begin UDL by establishing a relationship with the student. I agree completely that this is essential. As teachers begin to understand the child, we then can provide for his/her UDL needs. Yes, UDL needs to be intentional and proactive in lesson plans as well as in the environment. I have several students with sensory issues. We found we needed to rearrange the classroom to meet these students’ needs by providing a quiet, closed space with headphones and weighted blankets. In addition, we purposely use certain materials in the sensory table. We use only organics that can be digested, as one student attempts to eat anything with a certain texture. Truly, providing universal design for learning creates excellent opportunities for student success.
Thanks for a great post Taryn.
Hi Taryn,
I like that you included information on transitions times as transitions are hard for all children including in the elementary setting. I use times that have the visual of the time going down so they can see when the switch is coming soon. I also give verbal reminders as the time is getting closer to switching, “five more minutes; one more minute”. It seems to help some of my students to know the transition is coming. We also sing songs during clean up times or when we are lining up to move to a different classroom. I agree with you that relationships need to be built with each individual student to learn what will best support each student from the very beginning.
Thank you for sharing!
Shelby Smith
Hi all,
First, I am happy to have been given the opportunity to be a part of the UDL discussion board! I love being able to relate to the Principles of UDL as well as learn about new, great resources that help really help to support the children that we all work with. Next, I’d like to answer the question, “How can UDL be applied to EC/ECSE curriculum and/or instruction?” I believe that UDL can be applied to the EC/ECSE curriculum when assisting educators with planning lessons and units of study, as well as goals, method and assessments in order to reduce barriers, while still optimizing levels of challenge and support; UDL helps us to plan effectively in order to meet the needs of all diverse learners. We can effectively use UDL guidelines through following the Three basic principles. We can look to provide multiple means of representation, multiple means of action and expression, and provide multiple means of engagement. The curriculum provides us with a course of study and objectives that are to be met, but the UDL essentially provides us with the accommodations that will help our students to be successful within the curriculum that is being taught. Without knowing it, we are already all using UDL guidelines. I appreciate the opportunity given where we can now access concrete resources and examples that will help our practice when assisting curriculum.
How can UDL be applied to your own classroom or teaching?
UDL can be applied to my own classroom through use of effective accommodation and use of resources. In my discussion post, I chose to discuss ideas that encompassed Principle I II and III. For example, in Principle I, I would apply UDL through displaying information in a flexible format, varying perceptual features, such as varying the size, color and contrast of text and background or images, the layout of visual or other elements, the amplitude of speech or sound, the speed or timing of video, animation, sound, and simulations. I would use sound puzzles with a visual representation of the sound the puzzle piece is making when you match a piece (e.g., cow makes a “moo” sound, pig makes an “oink” sound). I would use physical objects and spatial models to convey perspective or interaction: While reading a book about Trains, allow the students to hold a train for a tactile model that conveys the subject being talked/read about. I would also apply UDL through reducing threats and distractions. It’s important to create a safe, and supportive classroom climate when working with a variety of diverse learners. In my classroom, we like to make sure we vary the level of sensory stimulation and supports for all. Through the use of dimming light covers, covered shelves (fabric), minimal clutter, cozy corner (break spot), motor break spot, fish tank (help calm), visual timers, visual and/or verbal warning before clean up (transitions), individual visual schedules, First/Then board, structured and predictable routines, and song integrated environment for cues for transitions. Implementing these strategies help to overall reduce threats and distractions that cause undesirable behaviors through our day!
• How can UDL be applied to EC/ECSE curriculum and/or instruction?
Hi, fellow scholars!
After receiving my bachelor’s degree I immediately moved into a newly created reading intervention position for kindergarten as the only interventionist. After three years in that position, I find myself serving my first year as a special education teacher for preschool and kindergarten in the same Early Childhood Center. One thing I really focused on as an interventionist was how to meet the needs of all. UDL goes hand in hand with differentiation. By using the 7 principles of UDL when creating instruction plans and curriculum differentiation is being delivered as well. All children must have access to a free and appropriate education, not a one size fits all education. By using the principles of UDL along research-based practices appropriate education can be a reality in the classroom. Children participating in a universally designed classroom succeed because they have access to different styles and ways of learning.
How can UDL be applied to your own classroom or teaching?
As a teacher, it is easy to make learning equitable when working directly with a group of students. I feel like it takes more thought when creating independent workstations and centers for all. When choosing an independent activity I think about how each student I have in my classroom would utilize it. For instance, if I put out letter mats and playdough and model how to do the activity. I know some kids will be able to follow the way I modeled. Other students will just want to make balls or snakes. Some children may use the playdough for pizza or doughnuts. For some kids, the importance might be to sustain time at a center without interrupting adults. I would say that this center promotes good UDL practices. Focusing on equitability for all, flexibility in use, simple and intuitive, sensory, provides tolerance for errors, takes whatever amount of effort the child applies to it, and can be used in any space. Therefore, it meets all the principles of UDL.
One of the difficulties I face is how to take a rigid and inflexible curriculum accessible for all as we are told we have to use it with all students. Currently, I have one student who has selective mutism along with processing difficulties that are unable to access the curriculum at this time. We are currently working on very basic things like identifying the letters in her name. She is just starting to do that. Do you have any ideas on how to get her to access the reading curriculum?
During the summer I will be able to plan out more ways in which to use universal design in my classroom next year. I would like to focus on room design and will probably work on that throughout the summer. We had to move from a large room in the middle of October to a much smaller room; where we run up to several programs at a time. Needless to say, our room is not very universally designed. There are many distractions even though I brought things home and put stuff in storage. I believe we will be in the same room next year so we will actually have time to work on the design better taking out distractions and creating a cleaner environment.
Hi Jennifer, I work at a school where we use curriculum only as a guide for learning, rather than a requirement, so that helps feeling like what we have is hard to differentiate and rigid. We are fortunate because we can focus on the content standards and think “outside of box” so that all students can learn. I don’t have experience with selective mutism or processing difficulties, other than some reading disabilities. My thoughts about accessing the reading curriculum are to include audio books and stories with predictive text. Your student could respond to stories through pictures- drawing her own or using printed pictures to describe the sequence of events. Thank you for sharing, and best of luck with your students!
Hello! My name is Amanda Spitz, and I have been exploring UDL in my early childhood special education class at UNC. I have found that multiple means of representation are incredibly important. Every child learns differently. Let’s take learning a letter for example. It is imperative that when I teach this letter, we explore it in a plethora or ways including but certainly not limited to making it with our bodies, exploring if it is in our name, finger writing it on each other’s backs, learning a jingle, so forth and so on. I think this really provides opportunities for your hands on learners, auditory learners, visual learners, learners that do well connecting it to previous knowledge. I think it is so important for teachers to be flexible when planning instruction as well as how they will assess if a student knows the information. Because of UDL, teachers must be cognisant of students needing multiple means of representing their learning. Some can do a worksheet, but others might do better showing you on a writing app, while others might be better at showing what they know through a game.
Hi Amanda,
I love the way you really emphasize the importance of presenting information in varied ways. With UDL it is very important to remember all the different ways students in your classroom learn. With the knowledge of how they learn you can create lessons and curriculum that focuses on those different ways when teaching. As I read your posting I started to wonder how we as educators especially in early childhood discover what a child’s learning style is. They are so young they can’t define what learning style works the best for them, nor do they even know. Perhaps, UDL, when used with fidelity, helps us uncover their learning styles. When multiple ways of learning are presented and teachers observe the responses to such ways, we, in turn, find out what that child’s learning style is.
Have a great weekend,
Jennifer Parker
Amanda,
We did an activity at one of our staff meetings last year. We divided our group and some got a coloring sheet with a picture of a peach and an orange crayon, others got a photo of a peach, others got a plastic peach and then some got a real peach with a knife. Each had to report back on how much they learned about a peach. Everyone learns differently, but real authentic, hands on gets the most bang for the buck! It is important that we realize and plan for all learning styles and to expand our learning in many settings.
Amanda,
I love the way you describe how letters are learned. All students certainly learn in a variety of ways, and it is important that we as teachers recognize this, and plan our lessons and teaching strategies accordingly.
Great thoughts!
I am a graduate student at the University of Northern Colorado. I am currently working as a Special Education Preschool Teacher at Highland Elementary School in Rifle, Colorado.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
I think that UDL can be applied to all educational instruction, but especially in Early Childhood and Early Childhood Special Education curriculum and instruction. All students need to have access to a variety of learning styles such as visual, auditory and kinesthetic. It can be easy to just have information presented in one way, but children learn through multiple modalities. When designing a lesson, or unit or topic it is essential to think about all the different way to incorporate all the learners in your classroom. Children should be able to both learn and express their knowledge and skills in many different ways. In Early Childhood and Early Childhood Special Education especially children need to be engaged and excited before they can learn anything. There needs to be an exciting way to introduce the topic/new concept/s skill/s. Integrating their sense of touch, hearing and sight into education concepts will allow more students to learn and connect to the material in more deep and meaningful ways.
How can UDL be applied to your own classroom or teaching?
UDL can be applied to my own classroom and teaching to improve the curriculum and instruction. I can make sure that when I set up my preschool classroom or add to it as the school year goes by that I have materials and activities that meet the needs of all my visual, auditory and kinesthetic learners.
I also want to guarantee that children are able to discover and express their knowledge through the 8 Multiple Intelligences as coined by Howard Gardner. Gardner’s Multiple Intelligences include mathematical/logical, musical, bodily/kinesthetic, interpersonal, intrapersonal, linguistic, and naturalistic.
I also look forward to exploring the examples of different ways to improve my classroom such as the Read with Me ebooks. Sometimes there are so many resources that can be overwhelming, but finding the right medium and media to show and use with our students can really help concepts come alive and be more stimulating to children, especially preschoolers.
Hi Teresa,
I really like the connection you made between Gardner’s Multiple Intelligences and UDL. Would you agree that it is important to link the 8 multiple intelligences with teaching materials and the creation of the classroom environment as well as planning and instruction? For instance, if working on number recognition a musical counting video on YouTube, might be able to meet the needs of the mathematical/logical, kinesthetic, interpersonal, intrapersonal, linguistic and naturalistic learners. I would be important to pick a video in which items from the natural environment are incorporated, but that one video if chosen and used properly could be used in the UDL model. Would you agree or disagree?
Here’s to the weekend,
Jennifer Parker
Hi Jennifer,
I actually have been trying to incorporate more educational videos to really bring concepts alive to the students- I didn’t realize this was UDL, but it is essential to engage kids as much as you can and in many different ways.
This last week was our brain week and I had a model of the brain that I let the students touch and feel and then I talked about a few different parts of it and especially talked about the amygdala and related it to how they get upset and what we can do to calm down. I showed them my amygdala-calming down stick. We are going to be learning about the 5 senses next week and making their own calm down bottles.
I did look through some videos and find ones that I thought were the best-I looked through http://www.Brainpop.com, just searching on the internet etc. but sometimes it takes some time to find what you’re looking for, especially for preschool I want it to be stimulating and relating to what we’re learning but not too long or boring.
I agree with the point about having the natural environment in videos. In our weather week-2 week we talked about weather and storms I found a video actually from a signing and singing show and had a song about weather and kids playing in the different kinds of weather.
Is that what you meant about natural environment?
Hope you have a great weekend.
Teresa
Hi, I’m Natalie Rieboldt, a teacher-researcher in an undergraduate program at UNC. We are discovering the importance of UDL in early childhood special education programs, specifically how we can apply this to curriculum and instruction in our own classroom and teaching pedagogy. Universal Design for Learning represents a classroom without barriers. Instruction and curriculum meet the needs of all learners. This happens when the whole child is represented in what they are learning, able to freely express how learning takes place, and are engaged in discovering the reasoning behind their learning. This involves learning products to be adjustable, so all can participate. We need to scaffold learning content, “level the playing field” so all are comfortable, challenged, and successful. Learning is made personal by involving the teacher, child, and family, giving each parent a voice in the classroom. Technology needs to be used efficiently and effectively, proving assistance technology whenever needed, supplementing the written and verbal word.
In my preschool classroom I start to think of UDL prior to the school year, and I put effort into the overall design, environment, and feel of the room. I ask myself “What does each center/wall/material/toy represent? How does the environment act as a third teacher?” Once children are in the classroom and we get to know each other, the classroom becomes a constant evolving place. This is determined based on their needs and interests. Some stables are maintaining a clean, organized place that is calming and represents the child and their family. This year we made sure each child’s picture and their parent(s) hopes and dreams for their child were displayed. Cute and simple, yet it meant a lot to the child, the parents, and the teacher. This unit made me think a lot about the stress of circle time, and to support and follow UDL, as we know that “criss-cross applesauce”, is not best practice, as this presents barriers physically and mentally. Allowing for different seating, tables, flooring, can help each child succeed.
A child might be unable to “write” with a pencil and paper, but we can provide a sand table and finger, or a tablet to explore the written world. UDL means being mindful of each learner and setting them up for success. It creates opportunities for the teacher to be creative. We all deal with “challenging behavior”, and often with UDL tools we can navigate and create successful behavior. Thanks for listening, excited to read your posts and hope you all enjoy UDL in your field!
Hi Natalie,
I love your comment that the classroom becomes a constant evolving place. I find this is true and our classrooms need to evolve to meet our student needs. The more we know our students, the better opportunity we have to adjust and redesign to meet their needs. In addition, your comment on seating has me thinking! I am sitting here in my recliner with my feet tucked under me. My husband would never sit like this! So why in the world would we make every child sit the same? Now that is something to think about. Excellent post!
Amanda
Hi Natalie!
I love how you incorporated both the student and the family. Those simple activities can be just what it takes to help engage a child in the learning process.
I, agree, circle time can be so challenging for our young learners. It definitely makes me think about our expectations and what is truly “best practice”. Sometimes, in the day to day chaos we tend to forget the potential struggles for something as simple as sitting “criss-cross applesauce”. Great reminder.
Hi Natalie,
Thank you for sharing your insight and your UDL experiences. I completely agree with not adhering to the “one size sits all.” As teacher and adults, we have all figured out how we learn best, through our experiences and approaches that worked best for us. What type of learners are we? Some of us are more visual, auditory or hands-on. Why assume that every child is able to thrive the same away as his/her peers? Making sure to allow our students to succeed in a classroom without barriers, creating Instruction and curriculum to meet the needs of all learners is so important. The UDL for sure scaffolds the learning environment and supports that are put into place. I agree…replacing the “criss-cross apple sauce” and the pencil and paper, when it is not physically and mentally or developmentally appropriate is 100% being mindful of each learner and setting them up for success! Thanks for the inspiring post!
Nicole
How can UDL be applied to EC/ECSE curriculum and/or instruction?
UDL allows for us to differentiate instruction to meet the needs of all children. It allows varied formats for instruction and learning. It is vital that all children have access to a rich learning environment filled with a variety of materials to meet everyone’s needs and learning styles. We need to keep in mind each child’s typical home routines and activities when building our learning plans. UDL gives children the opportunity to succeed because they are provided multiple means of learning and engaging in the learning process.
How can UDL be applied to your own classroom or teaching?
I am currently not teaching, but I believe that all teachers and classrooms would benefit from the UDL. UDL is a framework to guide each individual child. It supports interventions and builds on individual strengths, needs and interests. I observe many teachers really embracing this process in their arrival activities. Each child “signs in” every day. Some trace their name, some write their first and last name with a model and others without a model. Some manipulate magnetic letters or velcro letters. Some are provided sensory materials such as shaving cream or sand.
Hi Kristie,
Thanks for sharing your thoughts on UDL. You reminded me that I was going to ask our teachers if we could start “signing in” to start the day, instead of just moving a clip to show that a student has arrived. I like the idea of providing a UDL based opportunity to express this in various ways, as well, providing opportunities in writing, building names with letter cards, stamping, spelling their name out loud, or for those who still need it, moving their clip. In this second semester we can move towards creating more Kindergarten Readiness with increasing letter familiarity in so many different ways. UDL reminds us to tap into our creativity!
Hello Kristie,
Thank you for sharing your thoughts on UDL. I very much agree with your ideas of differentiating instruction to meet the needs of all the children. I am not very familiar with Pre-K since I am a K-4 instructional coach. Therefore, I am very interested in your how you keep in mind of a child’s typical home routines and activities when building learning plans? It sounds like you have had wonderful experiences witnessing teachers implement UDL strategies into the Pre-K classrooms. Thanks for sharing the wonderful examples.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
Universal Design for Learning (UDL) allows for teachers to flexible with goals, methods, materials, and assessments to meet the needs of varied learners. In ECSE I feel it can be beneficial as it promotes multiple means of presenting information to assist children who may have a type of learning disability, language barrier, or have a developmental delay to make connections with the concepts. Also, these various type of learners do not always have the ability to express what they know. Providing multiple ways to show understanding through action and expression is beneficial. For example, some children who cannot express themselves verbally may need to point to, act out through dramatic play, or have access to resources through the internet to communicate their thoughts. Furthermore, student engagement is another area that is supported with the UDL. Offering different ways to engage the learner aids in connecting with their preferred style of learning. Some children enjoy active play with their classmates, while others are may want to work along
How can UDL be applied to your own classroom or teaching?
The Universal Design for Learning (UDL) will assist me with reaching the various learners in an ESE or ECSE classroom. UDL is something I feel takes additional time to plan and prepare lessons for. However, I believe students benefit more through the implementation of UDL. In my previous position as an ELL teacher, my students showed more growth by catering to their different learning styles and needs. Presenting information in multiple ways to increase student interest and presenting different options for them to show their understanding prompted higher engagement and student success.
UDL can be applied to EC/ECSE instruction by incorporating a visual schedule or timer for students. And by using puppets to discuss social and emotional scenarios. Educators can also use multi-sensory tools for students that incorporate visual and auditory skills. I can apply UDL into my own classroom by using sign language, creating portfolios for my students and using social stories in the classroom.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
Universal Design for Learning (UDL) allows for teachers to flexible with goals, methods, materials, and assessments to meet the needs of varied learners. In ECSE I feel it can be beneficial as it promotes multiple means of presenting information to assist children who may have a type of learning disability, language barrier, or have a developmental delay to make connections with the concepts. Also, these various type of learners do not always have the ability to express what they know. Providing multiple ways to show understanding through action and expression is beneficial. For example, some children who cannot express themselves verbally may need to point to, act out through dramatic play, or have access to resources through the internet to communicate their thoughts. Furthermore, student engagement is another area that is supported with the UDL. Offering different ways to engage the learner aids in connecting with their preferred style of learning. Some children enjoy active play with their classmates, while others are may want to work along
How can UDL be applied to your own classroom or teaching?
The Universal Design for Learning (UDL) will assist me with reaching the various learners in an ESE or ECSE classroom. UDL is something I feel takes additional time to plan and prepare lessons for. However, I believe students benefit more through the implementation of UDL. In my previous position as an ELL teacher, my students showed more growth by catering to their different learning styles and needs. Presenting information in multiple ways to increase student interest and presenting different options for them to show their understanding prompted higher engagement and student success.
Hi Gina,
Describing UDL as requiring flexibility is right on. Being able to modify and adapt to a child’s individual learning needs on the spot is a must. Being able to scaffold and present learning in a variety of ways benefits all students. I love your comment on how as an ELL teacher your students showed more growth with the multi-modality approach. Great data to support UDL 🙂
Hi Alyssa,
I like your idea on puppets being tied to UDL. They are visual and auditory! I too use sign language and the children love it! I think it is important as educators to find as many times as possible to add visuals to any auditory lessons as possible. I am a visual/hands on learner. If I have to listen to a lecture without something to look at or something in my hands, I’m toast! Good point on incorporating tools such as puppets for our visual learners.
Hi all,
My name is Apryle. I’m a first grade teacher. I’m currently talking a masters course on Curriculum instruction at University of Northern Colorado. Universal Design for Learning provides multiple means for representation, expression, and engagement. I feel fortunate to have the use of Smartboard Technology in my classroom. This helps with multiple modes of representation. My struggle would be allowing for more modes of expression in testing situations for the general education students. We have multiple modes written in for students with IEP’s.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
In my experience, Universal Design for Learning has been embedded in my trainings as an Early Childhood Educator. The student to teacher ratio was/ is much smaller than that of a elementary school teacher. Multiple modes of representation, expression, and engagement can be integrated into the curriculum through careful planning and through the use of technology. Universal Design for Learning helps reach the visual, auditory, kinesthetic, and mixed learners. Below are some of the ways I could use multiple modes of representation in my teaching.
Story: Brown Bear Brown Bear What to you See? by Bill Martin Jr. & Eric Carle
Multiple modes of Representation:
1. Display pictures of vocabulary words and go over meanings.
2. Tap into prior knowledge. Show real life pictures of the animals they are about to read about. Go over sounds the animals make. Go over vocabulary words what and see. Display words on the board. Go over color words and representations. Pass around the puppets of the animals in the story and have the students touch them and feel them and identify their colors. Use sign language as you go over the colors.
4. Teacher reads on the carpet showing pages as she reads.
5. Display pictures using ELMO and project pages large on the board.
6. As story is read use pre-made puppets to act out the story. Have students help by holding each of the puppets.
7. Have students echo the story words with you.
8. Have a CD version of the story to play.
How can UDL be applied to your own classroom or teaching?
I try to embed Universal Design for Learning in my classroom lessons and teaching. We make sure to provide materials that help visual, kinesthetic, and auditory learners. Planning for this does take a lot of time and advanced planning and use to technological resources. I often joke that I have three full time jobs. My first is the time I spend in the classroom teaching, My second job is time spent planning, making, gathering resources, organizing and collaborating. My third is time spend calling, emailing, and meeting with parents. Universal Design for learning is used the most though means of multiple modes of representation in my classroom. It helps that I’ve always been a learner that needs all three modes: visual, kinesthetic, and auditory to master a skill. I would like to find more time to allow the students more modes of expression and representation. One way I can do this is to have students do a Show and Tell each week to display their learning in a mode of their choice.
Hi Apryle,
I really like your specific example of how to incorporate UDL in everyday lessons like with Brown Bear, Brown Bear. All teachers should be planning with UDL in mind. In this way each student would have many different ways to learn. I feel like my team and I do the best we can to plan interactive, engaging and appropriate lessons. I just wish that we had more time to plan-it never seems like enough.
I would love to hear any suggestions you have for planning etc.
Teresa
How can UDL be applied to EC/ECSE curriculum and/or instruction?
As more and more early childhood classrooms are becoming inclusive of children with special needs the applications for universal design is becoming more necessary so all students have the opportunities to learn. All children benefit from the multiple ways information is presented especially our youngest learners. When I think about universal design I am draw to the theory of multiple intelligence by Howard Gardener. All students need multiple ways information is presented such as, visual, kinesthetic, linguistically, etc. Understanding learning styles helps to understand why a mix of multimedia is effective to all learners. In the early childhood classroom, I think the most beneficial results of a universal learning design is students’ response and engagement. In the EC/ECSE classroom, children are able to demonstrate their responses through their play. Children are able to do this when a teacher is purposeful about planning materials, activities, and supports for the children in the classroom. As children are playing or engaged in activities the teacher is able to individualize the scaffolding needs of children. In theory the broad spectrum of students would be better served if information could be presented in a number of ways and learning could be assessed through a variety of means. This does require a higher level of quality care to include small ratios of children to teachers in order to make it an effective design.
How can UDL be applied to your own classroom or teaching?
In my classroom I first consider the learning styles of my students. As I begin designing the curriculum I think about the design of my classroom. By considering the learning styles, I am able to determine what areas of interest may be greater or areas that I can purposefully include materials that are engaging. I think about the way my students need information presented. Since I have a mixed aged and ability group I present information that is interesting to all. For example, when we created out rule poster for group time I included the “words” of the older students but then found pictures that were interesting to the younger students. I then had to individualize it even more for example, I have one student very interested in Elmo but the majority that are more interested in Princess or Star Wars. We found pictures that included all of these interest. So when school began we talked about the rules we wanted to have for our classroom, we created posters, and then we also role played the actions. Of course as we are in full swing of school some behaviors are beginning to bubble and I am having to scaffold learning for student to continue to be good leaders. No matter if I am teaching in a fully inclusive toddler class, 2nd grade, 9th grade or a self-contained special education classroom the principles of universal design for learning can be applied with purposeful planning.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
There are many ways UDL can be applied to EC/ECSE curriculum and/or instruction via multiple means of representation, engagement, and expression. Educators can maximize access for children by providing a wide range of presentation of information and/or materials or reducing environmental stimulus to ensure children can receive information. They can ensure visual, kinesthetics, and auditory approaches are provided at varying levels (Grisham-Brown, Hemmeter, & Pretti-Frontczak, 2005). Supporting access to the curriculum by providing various opportunities for engagement involves varying degrees of challenge being built into activities, scaffolding, providing activities that meet a wide range of interests or learning styles, further supported by using feedback obtained via observations of and conversations with young children to better understand their interests and plan around their interests. Finally, UDL can function within curriculum/instruction by allowing students to express themselves in multiple ways, demonstrate understanding in various ways. Ensuring a multitude of materials and resources are available, art materials, music, dramatic play opportunities, writing utensils, reading materials, and much much more, can ensure students have the appropriate outlets available to demonstrate areas of strength, interest, and need.
How can UDL be applied to your own classroom or teaching?
In addition to discussing routines and expectations at our school, we can and do have posters, books, and other visuals to go along with our verbal instruction to support multiple forms of representation. We have classroom materials that provide varying levels of challenge and cover many areas of interests. Further, we support children demonstrating what they have learned through multiple forms of response, which often tie to our multiple forms of representation. For example, a student may throw a toy in the classroom, I can ask the student to tell me or show me, via our posted staying safe rules, about whether we are supposed to throw toys. As teachers, we also are always actively seeking feedback from our students based on their responses to different activities, stimuli, or conversations, our observations, and efforts. This supports our ability to discover more about what will pique the interest of individuals and/or groups of students. We also use planning boards at our school to support planning and strategizing through brainstorming, as suggested in UDL guideline 6.2, and to optimize individual choice. The visual planning board in combination with teachers direction and ability to show children the room, provide students the ability to receive information in multiple formats and express themselves in multiple ways as they can verbally state what they wish to do, point to a picture or show the teacher by guiding them to where they want to me.
Hi Jess,
I am not sure what age you are working with but I feel that UDL is easier for me in my class of 12 Pre-K students and three staff but it’s not so easy for the teacher with 25 + students in their classroom. In addition, to this, I did not learn about this UDL until I started my Masters program and many teachers that I know have only gone up to their Bachelors, So I wonder whether they have learn this and understand how important it is for our children.
Nicely Said.
I agree. It’s important to allow children to express themselves in multiple ways through pictures, puppets, stories and sign language. Visual planning boards work so well for young children.
UDL in ECE/ECSE Curriculum; How I apply UDL in my Classroom
All types of educators should invest in continuing, research-based professional development in order to provide valuable instruction within the classroom. Teachers develop as professionals when they have teaching and learning experiences that support students’ acquisition of knowledge, skills and dispositions. When analyzing the need for professional development in the field, educators and related personnel can easily feel overwhelmed in carrying out professional expectations because of their lack of knowledge and/or experience with specific disorders/deficiencies/ learning difference. For this reason, it is essential that educators be provided with the resources to support them in effective teaching practices. I find the National Center on Universal Design for Learning to be an excellent resource for teachers as it provides flexible approaches to instruction and assessments to best serve the individual learner. As an ECSE teacher, I find the UDL’s instructional goals, methods, and materials to be quite effective in building on these young children’s autonomy and motivation to want to learn. They are not expected to follow and meet a ‘one size fits all’ standard, rather they are provided with diversified learning opportunities and approaches to be challenged to learn and grow academically and in developmental milestones. For example, I have a newly enrolled student, ‘Jessica,’ in my Pre-Kindergarten classroom with partial blindness. Both her parents and her past teachers have shared her tendency to refuse to participate in activities, such as music and movement and small group learning experiences. Unfortunately, I, too, had found ‘Jessica’ to want to withdraw from participating with her peers without even trying. After about a month of getting to know this young, sweet child, I learned more about her strengths, interests, and areas she has the greatest challenges in. I referenced the National Center on Universal Design for Learning for some insight on how to better accommodate the needs of this child so she feels just as capable as her peer group. Some instructional methods I use include using sound localization to direct the child; modeling movement for songs or in gym by physically guiding the student through the motions; providing hands-on opportunities for each learning theme along with verbal descriptions to make the experience more meaningful for the young child; holding “group discussions” to share ways of involving ALL peers in play as well as to acknowledge learning differences and adaptations in children; and assistive technology supports, such as a lightbox, material positioning devices, magnification devices, and specialized lighting. I have also found the instructional goals set forth in UDL strategies to be quite effective in the early childhood classroom as it calls for the teacher to teach according to child-directed interests and abilities. It also is useful in developing a consistency of expectations between home and school. I always make sure to initiate daily communication with the parents about the goals and objectives set forth for the child in the classroom to promote independence. I reiterate the importance of carrying out the same expectations for the child doing the same tasks outside of the classroom setting and provide them with easily accessible methods and materials to use within the home for the child’s individual learning needs.
I agree, parent and teacher relationships are very important for the student. I’m so glad that you included simple and accessible activities for children to participate in at home. There are so many easy social, emotional, cognitive and language activities families can complete at home together that require very little materials.
Hi Desiree!
I too believe professional development is imperative! I had never heard of UDL prior to my Master’s program, and I had taught 10 years! Although I am no expert and am constantly evolving, I am now aware of it’s importance and make a cognitive effort to provide UDL supports in my classroom so that all of my students are successful.
In an EC/ECSE inclusive environment the abilities and needs of the children vary from advanced to those with severe needs. By incorporating UDL, the needs of all children can be supported by providing an accessible, flexible and equitable curriculum. In Guideline 1 the presentation of material can be adapted to accommodate for vision, hearing and reading difficulties, and for children learning English by involving all modalities. Digital books, visual and tactile supports, Braille and large print can be used to present the material so that all learners can access the curriculum. Guideline 2 suggests alternative ways for learners to show what they know. Some examples of this would be, using communication devices, pictures to support concepts and language, implementing levels of support for learning a new task and the use of manipulatives or computers rather than only using paper/pencil to demonstrate knowledge. In order for students to become and remain engaged, Guideline 3 suggests that the learning environment should be safe, stimulating and interesting. By providing an accessible curriculum that includes all modalities this can be more easily accomplished.
In my classroom UDL can be applied by using digital books, speech to text as well as text to speech materials. Using ready made phrases and story starters will provide the support that my students need to construct their own responses. Working with general education teachers to design and implement strategies and supports will help my students access and make progress within the general education curriculum and will allow them to participate in the classroom with their peers.
Hi Marveen,
I think it is fantastic that you are able to use so much technology in your classroom to support UDL. I think such tools would be very useful if used thoughtfully and when necessary; however, we have a population that really do not want their children engaged with technology in our setting. We are a part-time, Montessori setting. It is interesting to think of alternatives that must be used with consideration for this. I should note, we do not currently have any students who require such accommodations at our school, but with regard for UDL, it would be nice to provide the multiple forms of representation and expression.
Thanks,
Jess
I came upon this site through my professor at Univ of Northern Colorado, and its an easy to understand and follow. I have to say I love it. I am currently working on my PhD in Ed. Leadership, so focusing on ECSE is so refreshing some days.
In the ECSE environment the abilities/needs of each of my students are extremely varied. Of my 12 students 4 are role models and 8 are students with special needs (that range from speech only, to sensory/speech/behavior, Downs Syndrome, OHI, and Cerebral Palsy). By utilizing and implementing UDL’s the needs of all my students can be supported. This support is provided by an accessible, differentiated curriculum.
• Guideline #1: the presentation of material in my room is adapted to students with visual, hearing, behavior, verbal, and comprehension difficulties. I used eBooks, visual supports, large print, etc.
• Guideline #2 is an alternative way in which my students can show what they have learned. My room has a multi-modal way of doing this (verbal, AT devices, pictures, computers). Communication this way keeps all my students involved.
• Guideline #3 looks at a safe, secure, stimulating, and fair learning environment. This is done through the creation of a curriculum that will include all modalities that are accomplishable.
Specifically, in my room, UDL’s are applied through eBooks, IPads, Kindles, AT devices (speech to text). I used readymade phrases and story starts to enable students to create their own responses to questions. Because my room is self-contained it is only myself and my paraprofessional, however she has had ASD training, and is willing to work to help students access all areas of our curriculum and participate. She herself has become an invaluable asset to our room.
Wow, you have a lot to deal with in one room, how do you manage that with only one paraprofessional. I am sure she is worth her weight in gold. I have two paraprofessionals, with three children on the spectrum and 9 mainstream students.
I have not heard of OHI what is that?. I’m not sure if you have found the same as I have, that many of the strategies I have learned to help my children on the spectrum are quite useful with my mainstream children. I have found that because our district has changed the enrollment date to October first we are getting children who are much less prepare for a full day at school. resulting in much more behavior interventions being used than before.
UDL in ECE/ECSE Curriculum and How I use it in my classroom:
All types of educators should invest in continuing, research-based professional development in order to provide valuable instruction within the classroom. Teachers develop as professionals when they have teaching and learning experiences that support students’ acquisition of knowledge, skills and dispositions. When analyzing the need for professional development in the field, educators and related personnel can easily feel overwhelmed in carrying out professional expectations because of their lack of knowledge and/or experience with specific disorders/deficiencies/ learning difference. For this reason, it is essential that educators be provided with the resources to support them in effective teaching practices. I find the National Center on Universal Design for Learning to be an excellent resource for teachers as it provides flexible approaches to instruction and assessments to best serve the individual learner. As an ECSE teacher, I find the UDL’s instructional goals, methods, and materials to be quite effective in building on these young children’s autonomy and motivation to want to learn. They are not expected to follow and meet a ‘one size fits all’ standard, rather they are provided with diversified learning opportunities and approaches to be challenged to learn and grow academically and in developmental milestones. For example, I have a newly enrolled student, ‘Jessica,’ in my Pre-Kindergarten classroom with partial blindness. Both her parents and her past teachers have shared her tendency to refuse to participate in activities, such as music and movement and small group learning experiences. Unfortunately, I, too, had found ‘Jessica’ to want to withdraw from participating with her peers without even trying. After about a month of getting to know this young, sweet child, I learned more about her strengths, interests, and areas she has the greatest challenges in. I referenced the National Center on Universal Design for Learning for some insight on how to better accommodate the needs of this child so she feels just as capable as her peer group. Some instructional methods I use include using sound localization to direct the child; modeling movement for songs or in gym by physically guiding the student through the motions; providing hands-on opportunities for each learning theme along with verbal descriptions to make the experience more meaningful for the young child; holding “group discussions” to share ways of involving ALL peers in play as well as to acknowledge learning differences and adaptations in children; and assistive technology supports, such as a lightbox, material positioning devices, magnification devices, and specialized lighting. I have also found the instructional goals set forth in UDL strategies to be quite effective in the early childhood classroom as it calls for the teacher to teach according to child-directed interests and abilities. It also is useful in developing a consistency of expectations between home and school. I always make sure to initiate daily communication with the parents about the goals and objectives set forth for the child in the classroom to promote independence. I reiterate the importance of carrying out the same expectations for the child doing the same tasks outside of the classroom setting and provide them with easily accessible methods and materials to use within the home for the child’s individual learning needs.
UDL instruction can be applied to Early Childhood and Early Childhood Special Education. Because the environment is flexible with instruction and materials. It is available for all levels of learners with diverse abilities. The Early Childhood classrooms are usually set up with centers that are multi-sensory and provide students opportunities to learn a concept in different formats. (e.g tactile numerals in a counting game)
Having a Montessori teaching backgrounds the principles of UDL are very similar to the Montessori principles: following the student, prepared environment with multi sensory, and observation. In the Montessori classroom materials are able to be used by different levels of ability. As the student explores a material and has instruction, then the child is given a more complex lesson. The same material can be used for a 3 yr old or 5yr depending on the students ability and level of curiosity.
As a Head Start teacher, I apply the UDL principles and Montessori materials. I have students who use individual visual schedules, modified bubble seats, and PECs. One of my students is blind and uses a brailler to write and tactile board for drawing. We have two braille writers and tactile boards, so that everyone can use them. We always have a variety of multi sensory brushes and paper for everyone to use.
In our classroom we let all material be available to all students. For example if a typical peer wants to sit on a bubble seat for snack they can. We have enough fidget toys for everyone.
When teachers use Universal design for learning (UDL) it makes the curriculum accessible and interesting to all students. The information that is being taught should be presented in a number of ways so that students of various learning styles can understand it. Teachers need to ensure that students are able to express their understanding in a way that is meaningful and efficient for them. There are many facets to UDL, and understanding your student’s strengths would be beneficial when providing different options for learning the material and assessing what students have learned.
UDL can be, and is applied in my preschool classroom. We have a variety of learners from students with special needs, to ELL’s to typically developing students. We use many different strategies to enable students to learn. We teach visually and auditorally, and use as many hands on activities as we can. I try to provide background knowledge through books and videos so students can make connections to the information we want them to learn. For our social skills curriculum, we try to reach all our students by using posters, puppet shows, teacher modeling and peer modeling to show students what the social skill we are targeting looks and sounds like. Universal Design for Learning should be used in all classrooms to enable all students to access the curriculum.
Hi Carrie,
You make a great point in saying that the content that the students are expected to learn throughout the class should be delivered in different manners to help each learner be successful. In a class that I taught in a few years ago, one of my students really responded well to visuals, so all social skill concepts or daily activities were presented in a visual format as well to help that student, and others with similar inclinations, process the material in a way that they comprehended well.
Thanks for sharing!
-Emily
UDL in ECE/ECSE Curriculum
All types of educators should invest in continuing, research-based professional development in order to provide valuable instruction within the classroom. Teachers develop as professionals when they have teaching and learning experiences that support students’ acquisition of knowledge, skills and dispositions. When analyzing the need for professional development in the field, educators and related personnel can easily feel overwhelmed in carrying out professional expectations because of their lack of knowledge and/or experience with specific disorders/deficiencies/ learning difference. For this reason, it is essential that educators be provided with the resources to support them in effective teaching practices. I find the National Center on Universal Design for Learning to be an excellent resource for teachers as it provides flexible approaches to instruction and assessments to best serve the individual learner. As an ECSE teacher, I find the UDL’s instructional goals, methods, and materials to be quite effective in building on these young children’s autonomy and motivation to want to learn. They are not expected to follow and meet a ‘one size fits all’ standard, rather they are provided with diversified learning opportunities and approaches to be challenged to learn and grow academically and in developmental milestones. For example, I have a newly enrolled student, ‘Jessica,’ in my Pre-Kindergarten classroom with partial blindness. Both her parents and her past teachers have shared her tendency to refuse to participate in activities, such as music and movement and small group learning experiences. Unfortunately, I, too, had found ‘Jessica’ to want to withdraw from participating with her peers without even trying. After about a month of getting to know this young, sweet child, I learned more about her strengths, interests, and areas she has the greatest challenges in. I referenced the National Center on Universal Design for Learning for some insight on how to better accommodate the needs of this child so she feels just as capable as her peer group. Some instructional methods I use include using sound localization to direct the child; modeling movement for songs or in gym by physically guiding the student through the motions; providing hands-on opportunities for each learning theme along with verbal descriptions to make the experience more meaningful for the young child; holding “group discussions” to share ways of involving ALL peers in play as well as to acknowledge learning differences and adaptations in children; and assistive technology supports, such as a lightbox, material positioning devices, magnification devices, and specialized lighting. I have also found the instructional goals set forth in UDL strategies to be quite effective in the early childhood classroom as it calls for the teacher to teach according to child-directed interests and abilities. It also is useful in developing a consistency of expectations between home and school. I always make sure to initiate daily communication with the parents about the goals and objectives set forth for the child in the classroom to promote independence. I reiterate the importance of carrying out the same expectations for the child doing the same tasks outside of the classroom setting and provide them with easily accessible methods and materials to use within the home for the child’s individual learning needs.
Hello my name is James Jones I do not know too much about this but I have to write a paper on “How universal design will impact my practices as a special education teacher? could you help me out? 7313945754
UDL is not about changing the Early Childhood setting and classroom to make it accessible. UDL is about creating an accessible environment and learning experience from the start. The foundation of UDL based on multiple options for representation, expression and engagement is especially relevant to the fields of Early Childhood Education and Early Childhood Special Education. I believe that a young child’s first learning experience at school, whether they are a typically developing or exceptional child, is enhanced when they can learn in an environment without barriers. The UDL guideline that I feel I am able to implement most easily as an Early Childhood Special Education teacher is the provision of options for perception (1.1) and options for physical action (4.1-4.3). Incorporating visual representations throughout the classroom along with verbal instruction is a developmentally appropriate way to address the needs of young children. Providing options for physical action requires proper planning, but can make an inaccessible task not only accessible, but engaging to meet a variety of student needs. This week in my classroom, the general education teacher provided many math-based activities using candy conversation hearts. She provided a “grabber” tool (a dollar store item that is designed to grab olives or pickles out of a jar) along with instructions that the child could use their fingers or the “grabber” to retrieve the candy from the dish. The “grabber” changed the physical requirement of the task from a pincer grasp to the push of a button, demonstrating UDL. The coordination required to grab the candy provided challenge to students with strong fine motor skills. The addition of a spoon to scoop the candy for children developing their fine motor coordination would have been a wonderful addition to the center and would have deepened the use of UDL.
Hi, I have been asked to comment on this discussion for my Masters program class through UNCO.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
I believe UDL is a must in classrooms, working in an ECE special education classroom I need to be flexible and provide information for my students through various modalities classroom. This can be done by providing hands-on experiences, Using direct teaching, the use of video and pictures, discussions, and best of all real world experiences. The best way we can experience something or somewhere is to actually touch, taste, see and or hear and the more senses we are using the better we will process it.
How can UDL be applied to your own classroom or teaching?
In my classroom, I use basic signs, we have discussions, we see things on the computer on teacher tube, some of my students communicate through a picture exchange system others use a four picture choice board. We change the classroom decorations nd theme each month to match what we are learning, we go on field trips and we have a guest come in from the community etc. One thing that I would like to point out though is that in the past we have alway completed field trips at the end of the week after we have learned about the subject and over the past few years I have found it much more beneficial to go to the field trip at the beginning of the week and learn and discuss after the trip so that the children can make those real-world connections.
Hi Joanne,
Thank you for making the point that actual hands-on-experiences are so crucial for so many students, not only those on IEP’s. The ability to actually touch, feel, or do what the teachers instruct the students is such a valuable way for them to learn and also to relate what they are learning to their own lives. It would be the difference between reading about how solar panels work and actually constructing one as a class, with each student having a job that was appropriate to their development/interests.
Thanks for sharing!
-Emily
There are multiple ways to apply UDL to the EC/ECSE curriculum. When applying the UDL it is important to be mindful of the three areas. Representation provides multiple ways to allow all students to access the curriculum. This could be accomplished by teaching to the multiple modalities that students exhibit. This also encompasses the idea of differentiation. We must meet the students where they are and allow them to learn in a way that best meets their needs. Multiple means of expression can also be accomplished during differentiation. Scaffolding student’s learning as needed will allow the student to be successful. Engagement allows students to feel in control of their learning. When students are included in goal setting and when they are provided with choices, they will be more engaged in their learning.
UDL should be present in every classroom. I would provide differentiation during every lesson. For example, if I have a student that is a second language learner, I would front load vocabulary. I would also incorporate pictures, videos, or hands on experiences. I would provide children with choices when it comes to an art project, for example. Instead of having pre-planned materials set out for students, I would offer them choices. When children are given choices, they seem to take ownership of their work and their behavior.
All children would be provided with a means to express their needs and wants. For some students this may be the use of assistive technology. For others, it may be using a choice board. Many visuals would be used throughout the classroom. This would provide the consistency that students need.
Hi Lois:
You are absolutely right that UDL belongs in every classroom! I appreciate your examples of how you would offer multiple means for expression during art activities. You also mentioned that you would front load vocabulary for dual-language learners. The beauty of UDL is that incorporating this practice from the beginning of the school year (and as general practice) can address the needs of many children, regardless of what you know about them during those first few days and weeks of class.
Thank you for your thoughtful post!
Anna
Hi Lois,
I like your ideas for implementing UDL in your classroom. I use several of them myself in my preschool class. One of the ideas you mentioned, front loading vocabulary for ELL’s is something I am going to start doing more of consistently. I am hoping to notice a difference with attention to stories specifically.
Carrie
Lois,
UDL is an important implementation into all curriculum. This provides a multiple means of representation so all different type of learners can succeed in the classroom. You brought up the three main UDL guidelines: representation, action and expression, and engagement. Differentiation and scaffolding are a must to get students involved and learning. It is crucial to not just “follow” the curriculum with fidelity, but to implement the UDL guidelines with fidelity. Thank you for your thoughts!
Lanaye Smith
Hi Lois,
You have some nice strategies for ensuring UDL is a part of your EC/ECSE curriculum. You did make a comment about involving children in goal setting and I was curious about this suggestion as it relates to EC/ECSE. I think it is awesome to try and connect to students through individual talents, passions, and needs. I also recognize how valuable this can be for engagement and growth, but I am wondering if you have some creative ways to engage young children in the goal setting process? Or, do you feel it is more appropriate for the older end of the EC spectrum? Thanks.
Lois,
I couldn’t agree more with your thoughts on differentiation in the classroom. UDL levels the playing field for all learners. and can be applied from the beginning instead of waiting for students to fail and then implementing the supports. In the UDL guidelines, pg. 3 it was stated that the curricula, not the learners, are disabled and therefor we need to “fix” the curricula to fit how our students learn best.
Marveen
As an ECSE, UDL is applied constantly especially within intensely integrated classrooms. UDL can be and should be used to allow all students to learn and engage in learning activities and learners should be exposed to various styles of teaching.This might be done by incorporating more visual, auditory and kinesthetic activities. By utilizing various forms of teaching styles within lessons and by providing a variety of materials this will allow for learning to take place within all students and support new learning styles to develop in all students. Some examples of how I can apply UDL would be to incorporate movement into lessons on learning numerals, alphabet and phonics as well as learning colors, animals etc. This might mean using sign language for nonverbal, students HOH or ELL, ESL students. Within classrooms that I work in the use of body movements has been used to teach pattern making and letter sounds and has been very beneficial for typical learners as well as students with special needs. Some ways I would like to apply this more is to do more collaborative planning with my ECE teachers and develop more interactive ways my non verbal students can participate in activities that require answering questions and engaging with peers. I would love to use Apps on the IPad or PECS to do this in the near future.
There are three primary principles of UDL. First, provide multiple means of representation. Second, provide multiple means of action and expression and third, provide multiple means of engagement. Multiple means of representation can be done through see and hear, touch, move, create, use technology and verbalization. For example, different methods of teaching can be used to introduce the concept of vehicles. Children can play with vehicles; they can move toy vehicles by racing; draw and paint vehicles; create personal vehicle stories or sing a song on vehicles.
Multiple means of action and expression is allowing children to show what they have learnt. It can be performed through observing varied participatory behavior of the children; collecting varied types of work and listening to recordings of personal vehicle stories to other children.
Multiple means for engagement is the element that focuses on building the interest of children in a particular concept. Engagement in class can be enhanced through correctly identifying the relevance of the concept in children’s everyday life. For example, the concept of vehicles can be made interesting and relevant by telling them that they use it every morning to come to school and go to other places. Then the concept of vehicle may be used through multiple ways throughout the days so that the children can engage themselves in the topic.
I plan to apply UDL in my classroom through various ways. I will keep audio books and visual graphics in my classroom to help children who are not comfortable with reading. I will keep left handed scissors, pencil grips, soft toys and sand papers to accommodate diverse children. Movable equipment and furnishings will also be provided in class to make movement easier.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
An effective preschool program will use UDL as a normality in the classroom environment and instruction. Multisensory teaching method will benefit all the students as it promotes engagement and active learning. An example would be if a preschooler has the opportunity to use their bodies as well as their minds and the instruction is given within a subject that is relevant to the students they will learn.
As an ECSE there is a little more emphasis on the access for special education learners yet all children will benefit from. Examples would be having chairs that are small enough for the child’s feet to touch the floor. This will help with stability and focus. Tables and shelving that are small enough for all children to reach so all learning materials are accessible to everyone. Pictures schedules and social stories are a benefit for all. When the children can see and understand what is the expected behaviors or schedules, they will know and reach the classroom expectations.
How can UDL be applied to you own classroom teaching?
I will be aligning the classroom instruction with multisensory input. When reviewing the assessments I will see what area need to be revisited and taught with in a different way for all students to gain academic success.
I will view my classroom environment with a different point of view. I will increase the visual along with verbal cues for students. To incorporate sign language within the normal daily activities will aid students with limits speech as well as those needing extra processing time.
Cyndi,
I agree strongly with your statement of the use of UDL being a normality in the classroom environment. I enjoyed your examples and they displayed the ease with which UDL can be achieved in all classrooms. You have listed many ways to include multi sensory input. Thank you for your thoughts.
Lois Vaughan
Cyndi, Thanks for your share, I couldn’t agree with you more, as an ECSE UDL is easily incorporated and does benefit all learners. It is a part of the curriculum tool we use in my district. The use of visuals are used frequently as well as movement to support learning of all styles and needs.
Hi Cyndi!
I liked your examples. In the last semester I went to a preschool for an observation where I was pleased to see UDL application in the classroom to a large extent. As I read about your example of “chairs small enough so that children can touch the floor”, it reminded me of my school days. I was shorter than most of the children in class and had a hard time writing sitting on the chair. I always used to stand and write. I wish the UDL principles were followed then.
Swagata
Hi Cyndi,
I appreciate how you touch on multi-sensory methods. I actually noted in my initial post that sometimes it is not just providing more variety or multiple means of representation, engagement, and expression but having consideration for other stimulus in the physical environment. Sometimes a child might shut down because of too much noise, bright lights, or smells that bother them. Addressing these within a UDL can be more tricky and require more thought or effort, but can also be useful. For example, is there an area of the classroom that is quiet, with softer light and comforting materials?
Thanks,
Jess
Some of the guidelines that would be easier for me to implement are those that include the breakdown/explanation of information within the provisions of visuals and tactile representations of the curriculum I hope to provide in my classroom. While providing multiple means of representation and expression feel very manageable to me, I feel it would be a bit more challenging to provide sustainable and comprehensive engagement/appropriate goal development for every student. Ideally, with the other principles in place, appropriate sustainable goal development would somewhat naturally evolve as the needs of the students are authentically observed and developmental needs of all students are carefully recorded and supports for those needs thoughtfully implemented in the spirit of UDL. There are so many elements within the principles of UDL that are interconnected and so, it seems that the appropriate implementation of multiple methods of representation provide an environment that opens up options for multiple modes of expression as well as emphasizes an increase in engagement (because there are more options already established within the workings of presentation and expression). I think that in perpetually considering the connections between the principles and guidelines, there will inevitably be an ever increasing comprehensive and effective implementation of all of the major principles of UDL. While each principle has it’s focus, they are all so reliant on one another that the more effective one principle is, the greater the potential for the other principles. Learning is only possible if the material is comprehensible to the learner. I think this is the place to start in implementing UDL, but I think the other principles will follow (with the appropriate effort and knowledge) if this first one is well established. I think all of the guidelines are equally important in that they are all elemental parts of the entire UDL system. Students must understand the information provided, express their knowledge effectively, and be sufficiently interested and engaged with the information in order to effectively foster long term and relevant positive learning outcomes.
Hello Sarah!
You aptly said that many UDL principles are interconnected. While I was going through the details of the different principles I kind of felt that they are overlapping. But the best part is that once you start to implement, you keep on inventing one after the other. I never thought about the scissor design of a left handed child. But as I learnt about it I started looking for many of such things.
Swagata
I like the idea of visuals to be implemented within everyday lessons as well. To be honest, this doesn’t just benefit students with certain learning disabilities, but all children. I think by starting with one “goal” for yourself (such as visuals), you will be much more successful with implementing other methods with fidelity. Engagement is always such a hot topic, yet difficult for educators to achieve with all students. With keeping all these guidelines in mind, I think an engaging classroom would be much easier to achieve. Thank you for your thoughts!
Lanaye Smith
UDL can be applied to EC/ECSE curriculum and instruction in several ways. Guideline 1 of UDL discusses providing options for perception of information. This includes how information is displayed as well as presenting information visually, auditorially and kinesthetically to make learning accessible for all learners. This is important because children learn and process information in different ways so when the information can be delivered in a variety of modalities, the information is more likely to be processed in a meaningful way.
Additionally, UDL Guideline 3 discusses guiding information processing, visualization and manipulation. This is important in an EC/ECSE classroom because our youngest learners often require more frequent prompts for each step in a lesson. Furthermore, scaffolding information for individual students, allows them to process information on their own, at their own pace. The last bullet point which applies well to EC/ECSE classrooms is the idea of chunking information into smaller parts which allows students to master one concept before adding onto it, or learning additional, related concepts.
As a kindergarten teacher, the concepts discussed previously have relevance in my classroom. UDL is a logical and understandable design and this approach makes more sense for my teaching than the concepts my current district has in place. UDL is comprised of best practices for teaching and makes learning meaningful, relevant and most importantly – accessible for all learners.
Shelly,
I had not heard of UDL, but I am now hooked. Looking through the vast resources provided will make it so much easier to meet the needs of my students. I like how you mentioned scaffolding information. This is so beneficial to all learners but most specifically ELL and struggling learners.
Marveen
Shelly, I had not heard of UDL before but now I am hooked. The vast amount of resources will provide so many opportunities to provide support for my students. I like how you mentioned scaffolding. This is so important for teaching skills especially for ELL and struggling learners.
Marveen
Hello Shelly,
Thank you for your thoughtful reflection on UDL in the ECE classroom. I,too, teach in an inclusive kindergarten classroom, and find it most helpful to use UDL guidelines in establishing my curriculum, classroom environment, and teaching strategies. UDL is an excelled resource for teachers as it establishes the fact that ‘not one size fits all,’ and provides flexible approaches to instruction and assessments to best serve the individual learner.
It is extremely important that multiple approaches/styles are brought into one classroom. All students learn in different ways and are at different rates with such unique needs. There is no “one-size fits all” method that we all should be using. Each child deserves a chance to engage and learn each and every single day. Differentiation is a must in classrooms. We have seen this more than ever since inclusion has happened. It is crucial to give adequate support in order for every child to succeed. Use of self assessments, visuals, and assistive technologies are just some ways to apply UDL within your classroom.
I believe that it is important to start with a single lesson and then build on from there. Rather than trying to implement every single guideline, start with one and build from that. I have just started to create individual goals with each of my students. As of now, I have only done this in reading, but I want to eventually branch out to goal writing in every subject. I would like for student’s to eventually come up with their own goal with just minimal support from me. This falls under III. Providing Multiple Means of Engagement. In such a short time, I saw the positive effect this had on students learning. They were able to work independently with a “reason/goal” in mind. It is specific to them, which builds power and persistence to reach their goal. . I have also been working on providing much more vocabulary with the support of visuals. The majority of my class is English language learners, and it is extremely important that the new vocabulary they are learning sticks with them. Building schema and providing visuals is wonderful support to help foster this.
Hi Lanaye,
I enjoyed reading your post. I have always felt differentiation is a must for all students at all grade levels. I like your idea of starting with a single lesson and building from that one lesson. Starting with one lesson allows you a foundation on which to differentiate and provide all learners with the tools and strategies they need to be successful. I also like how you mention building vocabulary, activating background knowledge, and providing visuals.
Lois
Lanaye, I love your idea for your students to develop their own individual goals for themselves, what a great way to engage them in learning, develop independence and choice making and gain an understanding of their personal perspectives on their education. I think this would be very beneficial I’d love to hear how it turns out.
Hi Lanaye:
I appreciate your suggestion to start implementing UDL with a single lesson. All the areas to be targeted and ideas around UDL are so helpful, but quite overwhelming, in their vast quantity. Thank you also for sharing your success with having students set their own goals to increase their engagement. This gets me thinking on how I can incorporate the practice with my preschoolers. During art or building at the block center I could dedicate more time to asking them what they are planning to make.
Thank you for your post!
Anna
Hi Lanaye,
I love the idea of having your students come up with their own goals with just a little support. I can’t do that in preschool at this point, but when students are a little older, as in your case, I think it would be great. It would give them more ownership of their learning and pride in their accomplishments.
I am also going to work on providing more vocabulary with visuals for my students as I have several ELLs that could use this support.
Carrie
Lanaye,
Incorporating UDL into the classroom can benefit all students. The supports that are in place for specific students may also help others that don’t appear to be struggling, especially the use of visuals and manipulatives. What a great way to reach all learners.
Vocabulary development is so important. I like how you are putting supports into place to foster this. I also believe that having students develop their own goals or at least have input on them will increase their interest and engagement. Great post!
Marveen
UDL is an excellent framework that helps educators utilize alternate means to accommodate individual learning differences. Providing multiple ways to give learners options for acquiring and demonstrating their learning is such an asset for teachers in meeting the unique needs of each student. UDL also presents multiple means of engagement for educators to utilize in considering student interests to motivate and challenge them in their learning. UDL is a great resource for educators when addressing curriculum as it provides a framework for goal setting and lesson planning, particularly regarding specific needs of students. By keeping the guidelines in mind, educators can address those needs in a manner supportive of learning.
Hello Donna
When working with other teaching staff and discussing what could be put into place to help a certain student. Many times I hear us saying this could benefit all students, which UDL has made this thought process even more correct.
Donna,
I plan to use UDL in collaborating with teachers as well. Developing supports that fit into the classroom and teaching style of the teacher will ensure that they are used and will benefit the students.
Marveen
ECSE/EC curriculum is a great place for UDL designs. Making the curriculum accessible to all students is the goal of an inclusive classroom. It will help teachers to build the curriculum around their student’s needs both learning and physical. Students in early childhood are not aware of their learning styles so presenting information in a variety of ways and modalities is a great way to reach all students. The engagement section of UDL is important in early childhood as it can teach them to be responsible for their own learning. The student can learn valuable self-regulation skills and UDL can help.
I feel that UDL is in a lot of the practices that I already implement in my classroom. Although it does depend on the student population at that time. Students are given many visual examples of schedules, rules, routines, and learning processes. These processes are also given verbally to them. For non-verbal students I have picked up a variety of common sign language actions that I use in conjunction with talking to the students. My school has also been implementing learner characteristics so students will know what makes a good learner. In our classrooms it is a lot of teaching then what the terms mean and ways that we can see it in what they do. Students work on reflecting on their work and on others work to help make improvements. There were many UDL principles that I think would work in conjunction with teaching these characteristics.
When teaching in an inclusion classroom with children ranging in ages, experiences, and abilities, applying the ULD design to each learning center and large group experience is necessary. The UDL is applied curriculum and instruction in an ECSE classroom in a variety of ways to include representation, expression, and engagement.
The focus of representation is allowing learners different means for receiving information. The use of a visual schedule is a simple tool I use to help children transition and become independent learners. For example, an ELL who is very likely having their first real experience to the English language is placed in my class. I instruct students in English where they should be going and their expected behaviors but my ELL wouldn’t understand. Seeing the schedule posted with visual clues on what is to happen next and a visual of real children performing the activities will provide the student who is ELL a greater understanding of rules and expectations.
Expression allows for learners to demonstrate their understanding. When I think about how I apply this to a non-verbal student in my class, I think about my use of objects and toys during large group. Rather than just verbally listing items that begin with letter b, I have small objects that both begin with the letter b and other letters in the alphabet. My student, who is nonverbal, demonstrates her ability to discern letters when given a choice of objects. Had I not provided this student with this opportunity, I would have never discovered that she is able to understand alliteration and phonemes. She is unable to say that banana starts with b. She is able to identify a banana from all small group of objects to demonstrate her understanding for the objects that start with the letter B.
Engagement is also particularly important as it increase a student’s motivation by challenging the student to want to learn more by teaching the student at their specific learning level. In the math center of my ECSE room I have puzzles that include single matching with large handles for grip to 48 piece floor puzzles. A student with higher cognitive abilities will not want to develop their spatial relationship and problem solving skills using the beginner puzzle. However, this student may spend 20 minutes piecing together a floor puzzle with 48 pieces. Finding and using ability appropriate toys in centers is an affective UDL strategy for engaging learners.
I appreciate your view on ELL students. Many times they are lost in the shuffle. Visuals are key for these students to have success in an English speaking classroom. Another low tech idea is to use hand motions for commonly used words, this will aid the ELL student in two ways. a hand motion will help the student understand the word and to use the word. If the child cannot remember the word but has the understanding of the word they can communicate the word with the hand movement.
Hello Carissa,
Thank you for your thoughtful post. I especially enjoyed your reflection on serving ELL’s. I have used UDL strategies in my classroom to serve ELL student quite successfully. Some strategies I have used following the UDL guidelines include:
– Demonstrate using multimedia—videos, audio pictures, and concrete objects.
-Use gestures and body language.
-Speak slowly and enunciate clearly, without speaking more loudly than normal.
-Repeat information, and review and rephrase if the child does not understand.
-Provide classroom materials labels and instructional cards in student’s home language and English
-Encourage peer interactions through play and small group activities.
-encouraging and patient with the student’s efforts and challenges in learning the new language
*How can UDL be applied to EC/ECSE curriculum and/or instruction?
EC/ECSE curriculum has many opportunities to add UDL to the equation. As the first school experience (outside of day cares) preschool is a unique opportunity for teachers to start from scratch and create an environment of learning that will be conducive to setting the stage for the children’s future view of school. UDL can be applied in the purposeful planning of lessons and activities. When the children are so young it is common for families to be more present in the classroom, even just at drop off and pick up, so teachers have an opportunity to interact with the families and learn more about the students in their classrooms. Using UDL, teachers can incorporate multi-sensory activities, bring in technology, design peer-interaction play opportunities, etc. The students coming into the classroom are diverse, both in background and skill, so the teacher is constantly figuring out ways to reach each child – through interest areas, learning about the child’s fears, establishing a relationship of trust with the students, and noting the student’s strengths.
*How can UDL be applied to your own classroom or teaching?
UDL is implemented every day in the classroom, maybe even by accident. In the preschool classrooms, we use visual aids such as visual cues, personal schedules, and “First,…/Then,…” prompts. Tactile cues are used with physical prompting to cue a transition or even to illicit a response. Children are given the opportunity to work with various materials and explore centers. Technology can be implemented in the classroom through smart devices, or even just a CD player…if kids know what that is.
Hi Beth,
I appreciate your comment that UDL is sometimes implemented “even by accident” in your classroom. So much of the UDL system seems to be reliant on thoughtful teaching, and so by meeting students needs, it makes sense that there will naturally be elements of UDL present. I am glad you mentioned the learning of students’ fears as a significant way to reach each child. It is an area I hadn’t really focused on but clearly so important in helping children feel comfortable and successful.
Thanks,
Sarah
The principles of UDL can and should be applied to EC/ECSE curriculum and instruction. I am a preschool teacher, so everything that can be applied to EC curriculum and instruction can be incorporated into my classroom. Even when I do not have children who require adaptations to be successful, it is important to address the variety of learning styles that different children learn best from. UDL is one of the best ways to do that. When teaching content, I try to include auditory, visual, and kinesthetic components to meet the different learning styles of all of my students. I also try to include different methods for children to demonstrate learning, because all students have strengths and weaknesses in the ways in which they demonstrate understanding of content. Children also have preferences, so when choices for activities or assessments are available it helps students to be able make selections that are more interesting and appropriate. It is also important to activate prior knowledge and ensure that activities are meaningful to students. If the activity is relevant to their lives, students will get more out of it. With this age group, I find rhymes, songs, and visuals to be some of the best ways to teach students so that they remember information over the long term. It is also important to create a “safe” classroom climate and eliminate distractions to the extent possible with young children. Teachers need to provide effective and specific feedback to support student learning, and scaffold child learning as needed. I believe that when the principles of UDL are applied to classrooms, all students are more likely to be successful learners.
Hi Amy,
I appreciate your mention of the usefulness of UDL in ANY EC/ECSE curriculum/classroom. My understanding of UDL is that it can potentially attend to the needs of every student, all of whom have their own individual needs, whether those needs fall under the category of special education needs, or the incredibly varied needs of all children, including children with typical development. It is easy for me to think of UDL solely in the context of special education, yet remembering the emphasis of UDL as a system that is beneficial for every student, helps me in perpetuating an environment in which all students feel effective and appropriately supported.
Thanks,
Sarah
UDL is an appropriate approach for all students, including early childhood special education. Each typical classroom is highly diverse and in the early childhood setting, many of the students needs are still being discovered. By approaching teaching using this design, a teacher can feel confident that as the needs of her students are discovered or as the needs change, the curriculum doesn’t have to change. There will already be a system in place to ensure that the information can be delivered to the students in a manner that will be effective and beneficial for them.
In the inclusive setting that I teach, implementing a universal design for learning is crucial. We are constantly striving to create lesson plans that are flexible so that we can accommodate all of our students. We design the lessons to have multiple means of delivery, whether we use each delivery method or not, they are planned for in the event that we feel there is a need. There are four teachers in each grade level and one of them is a special education teacher and we plan our lessons together. It is extremely beneficial to have the input of both general education teachers and the special education teacher in the planning stage so that we are careful to address the needs of all students.
Jeanne,
I think that is great that you can plan with your colleagues for the diverse needs in your classroom and that you are always planning for how your lesson may need to be changed depending on the needs in the classroom. UDL can be great for making sure that teachers are always aware and planning for a variety of needs.
I think using the principals of UDL in an early childhood is so important because it aligns what we do in the classroom with what the expectation is in elementary classrooms and the expectation from school districts for teachers to be providing this level of care. More importantly in an ECSE classroom we can strive to meet these guidelines because they are universal and make sure that we are paying attention to the design of our classroom to make sure we meet the needs of each student in our classroom whether they have disabilities or not.
In my own classroom, I am to use these guidelines to make sure that each child has access to the same high quality education no matter what their needs are. Which means paying attention to the modes that instruction is delivered as well as how materials and toys are presented in the classroom. By paying attention to each child as a unique individual, the UDL guidelines can fit perfectly in any classroom and just makes sure that teachers are aware of how to make learning accessible to every student.
I agree that it’s important to pay attention to the delivery of instruction and to provide suitable materials/toys for all children. These principles ensure that all kids receive the same quality education. Keeping that at the forefront of my mind will prevent kids from “slipping through the cracks” in the day to day activities.
Universal Design for Learning is a framework that aims to create an inclusive environment for all children. It does so by individualizing instruction, accommodating to a child’s needs, and building on a child’s strengths. UDL focuses on accommodating the representation of materials, providing various methods to for children to demonstrate knowledge and creating ways to combine instruction with student interests for overall engagement. This framework is relevant to ECSE because working with children with special needs also means meeting a child’s needs and going to any lengths to enhance their educational experience and participation.
One aspect of UDL that aligns with my educational beliefs is that educators should focus on modifying curricula by making it flexible, accessible and diverse. I would apply this aspect of UDL by getting to know my students and integrating their background knowledge and culture into the curriculum. I would use what they already know to introduce new topics and ideas, while also embedding new vocabulary into instruction. By using context clues and relatable lessons, children would have more learning opportunities to engage in class.
My main objective would be to use a child-directed approach as a foundation for instruction and creating more learning opportunities within the UDL framework.
Krystal,
I think a child-directed approach is the best way to implement UDL in a ECSE classroom. By doing so, you are able to observe the children in your environment accessing materials and being able to see what changes you need to bring to your classroom in order to keep the room educationally stimulating.
Krystal,
I love your child-directed approach that is based on relatable and meaningful lessons for your students using UDL. One of my goals for next year is to incorporate some project-based learning into my teaching where topics are chosen by my students. I am hoping that this will help them find the content more meaningful, since it will be structured around their interests.
Amy
How can UDL be applied to EC/ECSE curriculum and/or instruction?
– UDL can easily be applied to any grade and system, especially within Early Childhood and Special Education. UDL is giving children opportunities in becoming successful on their level with the help of the teacher differentiating the lesson plans and scaffolding the students as they see appropriate.
How can UDL be applied to your own classroom or teaching?
– I have applied UDL within my Preschool Special Education classroom by asking the children what they want to learn about but also keeping their IEP goals in mind. They guide their own learning and it’s my job to incorporate their IEP goals into the lesson plans. This way, the children have a voice within their learning as well as still having a clear expectations on their goals we need to reach. I also make sure I am providing them lesson plans based on their interests and strengths. I love KWL charts for this reason. KWL charts are an easy way to gather data and information you need as teachers on your students but it also is a way to show the children what they are learning about and all the information they have learned and can share with their families and peers.
Amber,
I love the idea of asking children what they want to learn and allowing them to guide your instruction. Ultimately, children know what engages them the most and it is a great place to start. I have found that giving children choices in any decision-making makes the processes much smoother and calm.
Thanks for sharing!
Amber,
I plan to incorporate the UDL strategy of asking my students what they would like to learn into my teaching next year. I honestly do not know why I have never thought to do that before. I think it will make my students more motivated as I plan for their needs around their interests. I also love KWL charts. I have always completed them as a whole group, and I never thought about sharing them with families. Do you make individualized KWL charts for each student? Or do you fill out one as a whole group. I am curious, because I never considered using as KWL as a portfolio item, but I love the idea!
Amy
Universal design for learning (UDL) is a scientifically proven framework necessary in all early childhood classrooms. UDL requires teachers to be flexible in the ways that they present information, students respond or demonstrate their knowledge, and are engaged. All students vary in the way that they best learn information, so it is important for teachers to be accommodating and supporting of all learners. Teachers must incorporate the information on IEPs and think outside of the box to provide multiple means of representation, action and expression, and engagement. As an example, when teaching students about shapes the teacher might ask students to trace shapes, cut out shapes, show images of shapes, look for shapes in the classroom, invite students to walk around large shapes on the floor, and draw shapes in shaving cream. The teacher might also make signs clearly displaying the name of each shape. Including the elements of UDL in this capacity benefits all learners.
In my practice as a teacher I plan to use UDL daily when planning for lessons. I will keep a checklist in my plan book to remind me of the multiple means of representation, action and expression, and engagement. At the preschool level I will focus on how I display information, the inclusion of physical movement, scaffolding information, and providing choices. I must remember that the curricula I utilize might not incorporate UDL. It is my job to be flexible and make changes as necessary.
Hi Deborah,
I like your idea of keeping a checklist to remind yourself of the multiple means of representation. I have noticed within my preschool classroom that children LOVE music and movement. I have also learned/noticed that when teaching children new things, to find a song or even make up your own song to sing about what you are teaching is helpful to all students. They will be able to learn and use the new vocabulary within the song as well as if you sing about shapes, show a visual of the shape you are singing about. It’s the Rhythm and melody that catch and keep children interested.
Good luck!
UDL is an essential component to any early childhood setting. For UDL to be successful it is critical that teachers understand the unique needs of the students they are serving. When teachers understand the unique needs of their students, they can begin modifying their lesson plans to meet the needs of all learners by providing information in multiple ways and providing options for students to respond, rather than using one medium, thus increasing overall engagement.
In regards to my own teaching, I want to focus on presenting information in multiple ways. For example, using lots of visuals visuals (e.g., visual schedules, pictures, symbols etc. ). Furthermore, I want to create an environment where students have choice, In my experience, when students have choices they are more engaged and this leads to more positive outcomes.
Hi Mona,
I agree with you that visuals help children learn expectations. You are right when you say that when children have choices they are more engaged which leads to positive outcomes. I really enjoy the thinking and process behind UDL and will start to use and think of these strategies within my own classroom. Hope to have another class with you again Mona!
Mona, I think you are right that choices lead to more engagement. I hadn’t really thought about how important choices were to students, but I can see what a benefit it is to them. I also didn’t realize what a fantastic tool visual aids can be. We incorporate a lot of symbols and picture schedules and they help all of our students, both those with disabilities and those without. I know that the visual schedule we had for our afternoon routine was popular with all of my students. Thanks for your comments!
UDL is a key approach that can be applied to early childhood special education curriculum and instruction through intentionality in lesson design and implementation. By considering the unique needs of the students in the class, teachers can make adjustments to how information is presented and how students are required to respond and demonstrate knowledge. The accommodations and modifications portion of the IEP can serve as a starting point for individual needs that might have to be taken into consideration and combined with the principles of UDL.
In my teaching, I will be focusing on multiple ways to represent information to students, i.e. via physical, picture and symbol representations. In addition, I will focus on providing students with choice in order to increase engagement in learning activities.
Hi Heather,
I, too, think that choices are important. I don’t have much teaching experience, but during my preschool observations, giving choices was a very important to the classroom teachers and it worked well. I noticed that students were much more engaged and took an active role in the classroom when given choices, These teachers also included a ton of visuals that helped students throughout their day.
I am hoping in my future teaching that I can master presenting information in a useful, meaningful and engaging way to all students.
I’m glad you made the connection to the accommodations and modifications portion of the IEP. That is an excellent starting point, as you mentioned, to discover and address the needs of our students. It will keep our flexibility ad multiple methods focused in the direction that will be of most benefit to our students. I think that often we forget how important choices can be for students. We might be great at providing multiple means of teaching, but how often do we present them and let the student choose which feels right to them? Thanks for your comments!
Although I am ‘just learning’ about UDL – I feel very excited about it as I have used and built on these concepts for 30 years teaching a Dance Arts Education program in the public school system. It is nice to have the research to back up what I have been doing for years, and it is great to have more ‘ah ha’ moments to think even further about what else I can do to enhance student learning.
~kathy follensbee
Most teachers strive to reach all students. UDL is providing not only a method to do that but also the tools to accomplish the goal.
I am just learning ?
When I initially began to think about “Universal Design” it didn’t seem much different than using differentiation in the general education classroom. The description of universal design in regard to architecture helped to expand my thinking. It is the practice of the organization I work for to regularly provide pull-out services for students with disabilities. With the use of universal design within the early childhood classrooms I serve, I feel that embedded interventions would be occurring frequently without intent. Working side-by-side with general education teachers to build universal design into their classrooms would enhance the specialized support students with disabilities would receive. Preschool classrooms have students with a great variance in exposure and naturally occurring skills. Using universal design would promote a positive and effective learning environment for all by providing a classroom that is accessible to all students no matter their experiences or disabilities.
Finally, I do wonder if the true use of universal design in preschool classroom would lessen the number of students who are referred for special education. For those students who are still referred and qualify for services, I feel that the use of universal design in the classroom would provide a continuity of instruction among the general education teacher and service providers.
Hi Faith,
I couldn’t agree with you more that working with the general education teachers is critical to ensure they are building in universal design into their learning is a critical piece of the puzzle. We have to implement UDL with consistency for all students.
In regards to your last comment about if UDL in preschool would lessen the number of students referred to special education, i think it would. Research has shown that when universal classroom procedures are put in place, there is not a need for much individualizing, therefore, students would be receiving high quality instruction all the time and those students who don’t need special education wouldn’t be referred. It would also truly identify those students who are still really struggling and need that referral to special education.
Hello Faith
I appreciate the thoughts of collaboration general education teachers is critical. If the child has a continuum of expectations and accommodations they will know the what the expectations are and can concentrate on learning the new skills.
I come upon UDL through my field of study, I am studying to become an Early Childhood Special Education teacher, and UDL was part of the Unit.
I like UDL because it is not a one size fits all it is a way for students to learn the same things by using their ideal learning style. UDL is about providing options and the tools for learning.
I feel UDL works perfect for Special Education. As a teacher, I continually search for ways to individualize for students, and accommodate their learning style. I also try to utilize what motivates students in lessons. UDL really opened my eyes to utilizing different modalities for teaching, and the different assistive technology accessible in the present day. As a special education teacher, I feel it is easier to scaffold because I mainly work with students on a one-on-one basis. I also use many visuals and find them very effective with students who have cognitive issues, and those with speech/language impairments.
Hi Barbara, I agree that the concept of UDL is a natural fit for special education in that it honors the unique learning needs of students rather than a one size fits all approach. It is also intriguing to think of how we can utilize UDL to do less one-on-one pull out, and integrate students more into the classroom setting.
Hi Barbara,
I couldn’t agree more that UDL is a model that suits all learners and their unique needs. UDL provides a framework for us to follow that allows us to make sure that we are taking into considerations each student’s needs.
I like that you incorporate many visuals when working with students. I am a visual learner myself, and I know that not all students are visual, but it is so helpful to hear and SEE the material presented. I find visuals particularly helpful with students who have behavior issues.
Thanks for your thoughts,
Mona Ready
I think that UDL is most important in EC/ECSE because children with all needs and disability are in the same class more often than in the older grades. With UDL teachers provide the students choices. The teacher just naturally put in choices for the students in their lesson plan.
Just the different amounts of ways a teacher can present information is amazing enough to me. For example vocabulary can be presented in at least three ways. It can be spelled or read, described, acted out, sounded out, and shown an example or object of the vocabulary. Teachers put in different choices of ways to answer the questions. They can write it, say it, or showing the answer with technology. For preschool they could say it, show it with an object, or draw it. Keeping the students engaged especially in preschool needs to be in the lesson plan on a daily basis.
I have probably been doing a form of UDL on my lesson plan I just didn’t realize it. There is always need for improvement. Giving my students choices is a big part of my class. I allow the students to choose their own center and what to play with in that center. I allow them in morning circle to choose the song of the day. I know that I need to work on the student’s response. Sometimes I forget that I need to allow wait time for some of my students. By using UDL it forces you to focus on those things like student’s responses.
I have gotten better and better every year in thinking of different ways to present lessons. This is my first year in this job and there is a new curriculum and a new set of rules. I can’t wait to see what I come up with next year. Even if something has worked year after year for you doesn’t mean it works for your students year after year. I have to make sure to focus on the needs of my students. If I present my lesson in different ways I think that their engagement will follow. UDL is a great tool to do what is best for each child. My using UDL not only do the students grow a lot better, but so do teachers.
Using the UDL design in ECE/ECSE is a perfect fit. Children at this age are so excited to learn and it is important to look at all learning modalities when teaching them new material. Exploring all their senses helps to increase their engagement and learning experiences. Providing children with real life experiences through field trips or class visitors helps build their background knowledge and their excitement about learning new information. Music and movement help children become physically engaged and allow them to become a part of the learning activity instead of just sitting and listening. Art allows for exploration of pre-writing skills and expression of both feelings and comprehension skills. Dramatic play builds executive function skills in young children and provides opportunities to retell stories through actions. UDL is the basis around which preschool and ECE/ECSE revolve and it helps to build skills in young children as they are excited to learn more about the world around them.
Hi Jennifer,
I was scrolling through the comments and “Music and Movement” caught my eye so I had to read your comment! I can’t agree with you more and everything you said. I have learned everything you said in my Undergrad (Early Childhood Education) but have forgotten some of your comments. I am glad you mentioned having class visitors and field trips in order to build on their background knowledge! Field trips are something that is hard for my preschoolers to do at the school I am at now because of budgets and their age, but we could still have classroom visitors come to them!
Thank you for your post and your awesome reminders!
The UDL concept is easily adaptable to the ECSE curriculum. I use many visual and tactile learning options with children. Specifically, I use visual daily routines, using print and picture/photo concepts side by side to introduce children to concept of print as well as the concept of visual support to understand print.
I have most recently begun to use UDL to extend the learning of problem solving techniques for children. This use of visual and tactile supports in the classroom assists in facilitating learning and cementing that knowledge through supports that are easy to use and apply for the children within their common space.
Hi Maureen, you make an interesting point that you can push students’ thinking through UDL in the area of problem solving. The techniques can support student independence and scaffold critical thinking abilities. I’m curious to see what specific examples you have for how your are using UDL in relation to problem solving.
As a ECE teacher, I believe that UDL is an essential component in the classroom. Like others have stated, I have been following many of the guidelines without even being aware of it. I have always believed that all children need to have access to information presented in different modalities. Thus, when I present a lesson, I make sure to incorporate visual, auditory and hands on learning. An example, would be in the way we present a storybook. The first time we introduce a story, we simply read the story to the children. The next time we read, we ask the children questions to encourage deeper level thinking. Lastly, we have the children act out the story or retell the story using a flannel boards or other props. By presenting the story in this format, the children are being exposed to all three learning modalities. In addition, children have opportunities to write about what the story or about concepts introduced in the story i.e. “what is your favorite part?” or “what is something you learned from the story?.” This way the children have different opportunities to express their understanding of the story.
Hi Molly,
I agree that UDL is an essential component in the classroom. Information must be presented in different ways to incorporate all learning styles. This is especially important in the early childhood setting, because children do not know themselves as learners yet. They are unable to advocate for information to be presented in the way that they learn best.
Thank you for your example about presenting a storybook and inviting students to act out the story using a flannel board or props. I used readers’ theater frequently when I taught 5th grade; my students loved it. You reminded me of this strategy, and I look forward to trying it with younger students.
Deborah
Universal Design for Learning is an effective and common-sense way to educate both Early Childhood and Early Childhood Special Education students. It takes into consideration each child’s individual interests and provides multiple ways for any child, regardless of ability level, to access and express their learning. By using UDL teachers, as well as all adults in an individual child’s life, are provided direction in how to adapt lessons for children that do not learn from typical instruction in the home or classroom. By applying the representation, expression and engagement UDL guidelines a teacher is ensuring that each child will be able to access the information being taught and express their understanding and knowledge of the concept all while being actively engaged and motivated to persevere until their job is well done.
I apply concepts of UDL in my classroom on a daily basis. I scaffold questions, provide choices, and limit possible answers on just about everything that we do in a given day. I use my students’ interests to determine the content of our curriculum (somewhat easy to do since I currently work in a self-contained setting with students that are highly unmotivated to perform academic tasks that involve any kind of writing which usually result in behavioral outbursts) so that they are more likely to be motivated to complete the task. Technology is used in my classroom on a daily basis and my children are able to adjust the technology used to fit their individual needs. I allow students to choose how they will express their learning, allowing them ownership of their project/assignment so that they can be free to express their individual understanding in whichever manner that best works for them. Although I apply many concepts of UDL into the teaching in my classroom daily, there are several concepts that I still need to refine in order for me to be the most effective teacher that I can be. I now have the tools that I can use to get started on a better track of UDL instruction.
Hi Angela,
Thank you for your comments on UDL. By scaffolding questions, offering choices, and allowing students to choose how they express themselves you are doing a good job of incorporating UDL in your classroom. You comment that you determine the content that you teach based on your students’ interests-a great strategy to motivate students. In doing this, are you still able to meet all of the state standards and objectives? I have never taught in a self-contained classroom, but know that know that the intensity and high demands of standards would not allow me to do this in a general education classroom.
Deborah
UDL is a very important concept to know thoroughly when you become a teacher. It is based throughout your and ECE/ESCE curriculum and instruction. Within the concepts of UDL there are multiple things that I take away. First off, I am very much a believer that students are different. Within my classroom, everyone know that they are each different and that makes my classroom a very strong model for UDL. Not only does UDL give the idea that not all learners learn the same way, but it also provides ideas as to how to make each one of those different learners fit into the classroom. There is always a way to differentiate and there is always a way to meet everyone where they need to be met. Within my own classroom, UDL fits right in. I not only give students options when it comes to learning or even being assessed so that they can own their own learning, but I also provide adaptations for each student who needs it. In my classroom I have a student with a physical disability and UDL comes into play quite often based on this. My student is always involved in everything we do in the classroom, but needs some different accommodations in order to do so. This includes letting him dance with scarves or dance with instruments in order to help him be creative and express himself while the others may just be dancing around the carpet. Another way I accommodate is having him sign into class using the keyboard on the computer. He is not yet ready to hold a pencil and form letters, so instead he uses the keyboard and has to find each letter in his name in order to sign in. There are multiple things I do within my classroom to accommodate all children whether it is a child with a disability or just a child who has different strengths and needs. Within UDL, expression, engagement, and representation are key components. Not just having these involved in your classroom, but having each of those things differentiated for your students. It is important to provide options as well as to remember that we are all different. Not only are all of us different types of teachers, but all of our students are different types of learners.
Kathryn,
I appreciate your perspective that children are innately different. I feel that it must motivate you to use these UDL strategies to differentiate instruction and meet the individual needs of children. I also like the accommodations you are using for this student. I have not had much experience with assistive technology, but I like how you are using it in various ways to allow him to participate with his peers. I want to learn more about them, and learn how they can connect children to their education.
Thanks for your post!
Universal Design for Learning (UDL) is best applied in ECE/ESCE curriculum and instruction. I like the concepts of UDL because it is not a “one size fits all” type of program. UDL can be applied to everyone. I was using the concepts of UDL in my classroom without being aware that I using a program. In preschool, we want to make sure all students are learning to the best of their abilities. They may not know how they learn best since this could be the first time they have entered into a social or educational setting. I always try to accommodate all types of learning. This includes: music and movements, actions to vocabulary, picture schedules, written words labeled throughout the classroom, having students watch as I model and peer interactions and modeling. Some of these are the concepts that stuck out to me the most through UDL. The ideas presented through UDL in representation coincide with preschool philosophies. For example, when presenting a new vocabulary we put an action to the word, we spell the word, and we describe the meaning of the word and relate the word to the preschoolers. This way the meaning of the word is meaningful to all students. The expression concept of UDL is integrated into preschool because we are continually scaffolding for each student. When you have students 3 to 5 years old, there is going to be huge learning gaps between each student. For example, identifying letters and sounds in their names. A 3 year old would not be expected to identify all the letters or sounds in their name, whereas, a 5 year old would know their letters and possibly some sounds. However, we work with individual children to gain knowledge at their level. Lastly, engagement is always something to strive for, especially in preschool. I always make sure my students are engaged. We learn new concepts by using our senses rather then teacher-lead activities, I let the students discover and I support their learning. This week we are planting grass seeds, we talk about what seeds need to grow and what types of seeds we grow. Then each child had the chance to explore the dirt and seeds and water their seeds once they were planted. I think this becomes more meaningful to the student and allows for the concepts to be learned rather then taught. This is what I like most about UDL, incorporating all children and allowing them to become successful life-long learners!
Hi Savanna,
I agree with you about engagement being such an important part of learning for children, especially preschoolers. I too strive to make sure that every child is actively engaged in the learning process by incorporating activities that use multiple modalities. I feel that movement and hands on interaction help children retain information and make it more meaningful. Take your example of planting seeds. If you only read a story about planting seeds and did not let the children have the opportunity to plant their own seeds it would not have been as meaningful to the children. By having the children plant and take care of a seed, they are now invested and engaged in the learning process.
Savanna,
I completely agree with your comment on how UDL is all about how one size does not fit all. I think it is a great approach to use when teaching students when they are students with special needs or students within the general education classroom. I enjoyed your ideas around UDL and the ways you incorporate it into your classroom. It sounds like you give students multiple opportunities to learn something through hands on, discussion, and even visual representations. I think it is important to remember that we are all different, we all learn in different ways, and we all need different supports. Using UDL strategies help to meet all of those varied needs and makes a classroom of learners.
Savanna,
I agree with your comment about UDL not being a “one size fits all” program. I think that if children were provided more opportunities to learn in this type of program, we would see more success in our students. I realize that teachers are only following guidelines set forth by administration and by legislation; these people are often not in the classrooms and do not understand how difficult the learning situations are for children. Good post!
Jennifer
Savanna,
I’m glad that you pointed out that you are already doing UDL and didn’t know it. After the readings, I felt the same way. Having the different age groups forces us in a way to use UDL. We have to think on all age levels and learning levels. The part about UDL that I like is that it is not just an add on to our lessons it is intergraded into our lessons. If we just sit and think about our students just think of the fun ideas we could come up with. I really think Mailbox Teacher Magazine has a lot of great starters to use. I usually end up using their idea and making it my own. I also like Beverly Johns book, “401 Practical Adaptations for Every Classroom.” Both of those places are a great place to start especially in Early Childhood.
Hi Savanna,
It sounds like you are a great teacher!
I too like how the concepts of UDL are not a “one size fits all” type of program. To me the concepts behind UDL are common sense – they are what a good teacher does naturally when they are teaching children. It makes sense to take into consideration each child’s individual interests and ability level and adapt your teaching to best meet their needs so that they may access the information and express their individual learning.
Thanks for sharing,
Angela
Savanna, I like how you point out the large learning gaps that exist in preschool classrooms. I find that exposure can set even children of the same age far apart in their skills. Through your multiple examples of teaching strategies used in your classroom, you have definitely demonstrated the importance of engagement in building universally designed classroom. I feel that I sometimes lack in my ability to effectively reach out to the students I work with, but by having the expertise of professors and classmates like you I feel I am learning how to better meet their needs.
Thank you,
Fiath
Reading all this things above is also a fun and gives you more knowledge about the topic.
UDL is so appropriate for ECE classrooms because it supports the school of thought promoted by NAEYC that preschoolers learn by doing and being engaged in their enviroment by things that interest them. Preschoolers learn from visuals, music, movement, and by being engaged in dramatic play (multiple means of engagement). Preschoolers also express what they learn in multiple ways through games or playing out stories or by using manipulatives.
I am using elements of UDL in my classroom already. My choice board for centers uses actual pictures of the spaces in my room iin which the children play. I use stories to teach concepts and pictures paired with the vocabulary words to help students understand what the words mean. These elements help all of my students to learn.
Tina,
I also agree completely with you on how preschoolers learn and that UDL really supports that. Not only are we able to differnetiate using UDL, but we are able to find the many different approaches of learning and that is extremley important as a teacher. Not only do you use UDL through instruction, it sounds like you use it by letting students choose centers or even see things visually throughout the classroom. I think that it is great to incorporate choices into the classroom and this too is a part of UDL. Within my classroom I enjoy incorporating UDL through choices of how they like to write their name in the morning. The students are able to choose what paper or what material they want to write their name on and this gives them ownership of their own learning. It not ony helps them own their own learning, but it also makes it more meaningful for them. I bet when they choose their own centers it too makes it more meaningful for them because they are owning their learning through centers as well.
Great Job,
Kathryn
Tina,
We had a school board member one year that said other grades have so much to learn from how preschool teaches. He felt that the interactive learning routines were much more engaging for children than the “skill and drill” methods that are typically used in older grades. He said that he felt preschool was the only grade that truly looked at the child and what they needed to learn.
Jennifer
Tina,
There are so many checks and balances with Early Childhood Education. Like you said we have NAEYC and UDL. We have ECERS to check things like furniture arrangement and communication, and some places have CLASS which focus on how the teacher and student interaction happens. I think that is why UDL is so easy to put into practice in preschool because there are so many things that keep up in check to teach those little ones. Preschool is like all of elementary school rolled into one. We have all the specials, special education students and typical students, meals, behavior PBIS plans, and family involvement. It doesn’t mean that we need to stop looking for great UDL ideas though. I’m glad you brought up NAEYC it really got me thinking.
Hi Tina,
I think it is interesting (and great) that a lot of what we already do in the classroom is considered UDL. I agree with you that the centers in the classroom need to be areas of interest for your students. There is nothing worse than bored preschoolers. I think that in order to know these interest areas, a teacher has to really interact with his or her students to learn about them and their preferences and dislikes. Also, as preschool teachers, we have the unique opportunity to have more parents in the classroom than the older grades. While we may only interact with parents during drop off and pick up times, we are still seeing their faces and are able to build those relationships with them. These parents are also able to talk to us about their child’s morning or night before, which can be a life saver for the day ahead of us. 🙂
UDL can very naturally be applied to EC/ECSE curriculum and/or instruction. As an ECSE teacher I believe that implementing UDL in the early childhood years is a perfect way to set the stage for individualized instruction. The UDL model is a convenient and efficient way to teach to the individual child. Treating each student equally does not mean treating them the same. It’s important to understand that even typically developing children need individualized support to be successful.
After learning more about UDL I believe that I am already implementing it into my classroom. Now I feel more knowledgable about UDL and the tools that can be used with it, so hopefully I can implement it more efficiently and in a more purposeful manner. I have a very diverse group of students and for many of them, this is their first experience in a school setting. I want each child and family to feel supported and feel that they can be successful at school. Using UDL is a great way to make sure I am meeting the diverse needs of my students.
Kelly,
You introduced a very important point. I love that you said that treating each student equally does not mean treating them the same…because even typically developing children need individualized support. Often times I think educators think of offering support to the students that are delayed and recieving specilized services. However, as you described, this isn’t always the case. All students need an individualized education that is based on their unique strengths and needs. Although some interventions may look different than others, they are all support. This is why UDL is such a great strategy. When using UDL we create a classroom environment that ensures each child is supported without singling out a particular student.
Great points!
Thanks,
Chelsey
After reading about UDL, I realized that it’s a natural ‘fit’ for ECE, as well as ECSE. I use visual supports for all of the children I work with. They appreciate the option of using a picture or object to convey meaning. It also gives them more options, especially with the use of a choice board. These visual supports in the classroom have given the children with whom I work confidence to effectively participate within the classroom setting. I have also introduced the concept to parents, and have assisted a few parents in developing ‘choice boards’ at home to help their children communicate their wants and needs more effectively.
I think that Universal Designs for Learning are most apparent in an inclusive preschool classroom. Not only are students at developmentally different levels, but also different ages (3-5 years). Teachers must adapt the environment to fit so many different physical and cognitive levels. I think that one of the greatest benefits of UDL is in it’s ability to engage all students with concepts, materials, and ideas. Through physical, auditory, and visual representations students are all able to interact fully with the material. Through UDL the means and modes that most impact individual students should be accounted for. As mentioned in this thread, students with special needs in an inclusive UDL classroom may require less pull out activities as their learning opportunities can be multiple and varied. UDL also provides a well rounded learning experience that allows for greater generalization across persons and settings.
In thinking about UDL, I believe one of the keys that I will try and utilize in my classroom is multiple means of demonstrating understanding. When I work with preschool students with special needs, I vary activities and ways of response to meet individual student needs. One of my students may verbalize counting, another may match objects with numeral cards, while others may physically move objects into groups. Observation, anecdotal notes, checklists, tallies, and portfolios allow for rich assessments. I would like to learn more about how adaptations and modifications are utilized when assessing older students on standardized testing.
Hi Melissa,
I absolutely agree with you about the role UDL plays in inclusive classrooms. As teachers, we are making little tweaks here and there all day, technically using UDL strategies. After awhile, the practice just becomes second nature. When I first started out, figuring these things out naturally was difficult. Once I let go of the control piece and “sticking exactly to the pre-planned lesson,” I learned that the class leads you to where they need to go. UDL is the framework we use to remind us of how to best meet our students’ diverse needs.
I like how Universal Design for Learning (UDL) is considered the “mastery of the learning process”…learning strategies and preparing for a lifetime of learning. There is no better place to start that “preparation” than in a preschool classroom. Like every classroom, the preschool classroom represents a variety of culture, language, socio-economic background, learning styles, and learning abilities. UDL’s principles of representation, expression, and engagement can be applied to early childhood education in a number of ways. First presenting content in a variety of ways will allow all students to learn efficiently. Connections can be made quicker with visual, auditory, and kinesthetic means. In early childhood education it is imperative to use visual aids, oral instruction, movement, music, and dance. Music and movement is universal and I like to use it daily in my classroom. All children can engage even if they don’t understand the words. I also tend to be very animated during story telling with the use of props and student involvement. Second, students express and move differently in a learning environment and promoting a variety of ways to communicate is necessary. In my experience, many students are duel language learners or have speech and language impairments, so I consistently work to promote all students to participate. This may include sign language, teacher modeling, music, spanish interpretation, or visual aids. Lastly, I believe the most important aspect of UDL is engagement. To gain the interest of students and motivate them to learn precedes the other principles of UDL—representation and expression.
Lanee,
I really liked your comments on how music and movement can connect and engage students. In the preschool classroom that I work in, we have daily song/movement time at the end of our first group circle. We incorporate weekly songs that fit with our unit which also work on identification of colors, shapes, body parts, and/or rhyming. I work with students with special needs in this classroom and I am always so excited and astonished by how engaged my students become even after a long period in the group setting. This is just one of the ways that a preschool classroom effectively uses the principles of UDL. When I began to think about specific examples in my classroom, I was amazed that virtually every center, manipulative, toy, and strategy fits into this framework because it is such a hands on and play based learning environment.
Thanks!
Music and movement definatly engage students. Props are another way to engage students. I have used props with music and movement and with stories. A great way to use stories and props to engage various students is using them in a whole group setting and then putting them out as center work or in the library and seeing how the children interact with them. I sang “5 speckled frogs” for a few days, then had the children sing the song with frog props, and then read the book having the children interact with the props. The following week, I put 2 “5 speckled frog” books by the flannel board and had all the peices of the story on the board. 2 girls sat together (an English speaking student and a Spainish speaking student). The English speaking student sang the song (I wish I knew the song in Spainish….next time i will sing the song in both languages), they turnned the pages of their books at the appropriate time during the song, and they put the appropriate prop peices on the flanneld board together. They worked together at this activity various times throughout the week and encouraged other children to join them.
I beleive this activity would be ideas that work with the UDL checklist in mulitple means of representation, multiple means of expression, and multiple means of engagement.
The way that I can apply UDL to my ECSE curriculum is through the activity design that addresses a variety of methods to acquire the material being presented to them. I have activities that call for the use of manipulative s to demonstrate comprehension and learning, paper pencil activities with extensive modeling and expectations of the finish product, I show videos to provide visual and auditory supports to auditory and visual learners, and I am fortunate to speak both English and Spanish in order that I can clarify information to ELL students in order to facilitate comprehension and access instruction.
I offer many visuals to support all my pre-k students, throughout my classroom I have vocabulary words attached to pictures, the classroom schedule is placed on the front white board, classroom rules are printed in large font and laminated onto florescent construction paper to stand out and catch the eye, the layout of our classroom is open and all materials are accessible (at the children’s level) and all shelves are labeled with words and pictures, a student computer is accessible to all children to utilize (the mouse has a sticker on the right side to guide students to press on that side to navigate the computer), there is also a listening center to allow students to hear familiar books that have been read in our classroom before, and individual supports through small group instruction is provided during non-academic times during the day like work time and meal time.
Norma,
It is very evident that much of your UDL’s are embedded into your everyday activities. This is very important because it is what UDL is all about; the ability to include all learners in various ways that support their unique learning styles.
Hi Norma,
It sounds like you already use a lot of hte UDL strategies in your classroom. By doing that you are able to meet the needs of the diverse groups that you typically encounter in a preschool setting. I think most good teachers follow these guidlines. I think it was great to see a list all in one place to help organize and check that you are remembering to use a variety of strategies.
Jennifer Sundt
Early childhood education today consists of a wide range of learners, each with unique needs and strengths. UDL ensures that each individual is provided the opportunity to learn to the best of their ability. Rather than singling out and providing specific supports to the student(s) that need them, UDL allows general and special educators to design learning environments that support learning for every child.
Although I do not currently have my own classroom I spent a semester student teaching and have been a substitute teacher since. I have realized that knowing the strengths, needs, and interests of each of the students has a significant impact on curriculum and instruction. As educators, I think many of the skills involved in UDL come naturally to us. When planning each lesson and the instruction that will be necessary, teachers think about the learners in their classroom. They can predict which parts of the lesson individuals and/or the whole group will prosper and which areas they will need more instruction and support.
In looking over the UDL checklist I realized that I have unknowingly used many of the UDL strategies in my teaching. I have encouraged my students to access their background knowledge and link it with present learning. I have provided constructive feedback to students during the learning and skill building process (formative evaluation). I’ve also fostered a classroom community in which peer-support is essential. When I do have my own class, I think using the UDL checklist will provide me with ideas and allow me to ensure that I have planned for multiple means of representation, expression, and engagement for each child.
For many years I have been implementing UDL strategies in my preschool classroom, however I did not realize that this is what it was called. As a matter of fact, implementing UDL’s is the reason why I continued educating myself. All of the unique strategies I learned from OTs, PTs, SLPs, etc. introduced a new and fascinating way to teach students. This made learning engaging and fun for all of the students in the classroom and I wanted to be a part of their learning opportunities. Learning new and effective ways to teach young students has been a great opportunity for me.
UDL can be applied to EC/ECSE curriculum because of the unique ways it differentiates learning for each student. Most of the UDL’s I use in my classroom are already embedded into daily routines, such as picture schedules, classroom rules, ideas and strategies for peer problem-solving, and ways to clam down from having strong emotions. I provide tools to assist varied learning difficulties. Some examples include fat pencils, a tripod pencil grip and different sized chairs. I also provide many different opportunities for movement as well as more quiet activities.
Hi Cecilia,
I really liked your comment about UDL strategies learned from professionals in other areas. I work as a preschool special ed paraprofessional and recently I was able to follow my team OT and SLP during pull out sessions with some of my students. It was awesome to see how I could incorporate small, but significant learning opportunities into some of my daily routines and transitions. For example, when taking students to the bathroom in small groups we may work on skipping or freezing and balancing on one foot. We may also look at hallway art work and posters to incorporate vocabulary and answer “wh” questions. All of these small embedded learning opportunities individualize instruction while also providing different means and modes of instruction and response as well as providing opportunities for generalization.
Melissa and Cecilia,
I agree with you about learning from other professionals and using what they have taught you or the student. This is exactly what I think the transdisciplinary team model is all about. Teaching each other methods that work for students, collaboration, and role release, knowing another adult will follow up on an activity and give feedback and instruction regarding the student. I love the collaboration of bouncing ideas off one another, sharing expertise, and looking at the whole child. If the team looks to the whole child there is no separation of services. A child can get speech services while doing an OT activity. This can transend into the entire classroom. Everyone can have speech opportunities while doing a whole class OT project and everyone can participate because of UDL strategies that allow all students opportunities to learn the same lesson.
Cecilia,
I think most good teacher do utilize the UDL strategies as you do as well. It is nice to read about something you have been doing and find out that your strategies are best practices. When I read the list, I noticed that I use a lot of the strategies listed here as well. I have also seen many of the strategies used in classrooms I have observed in.
Jennifer Sundt
Hi, Cecilia,
I think its so amazing how you and other teachers have been using UDL for years without even knowing about the design formally. I think that is because the entire concept just “makes sense” and truly helps kids learn. I’m not sure if all teacher are taught this concept in their own education classes in undergrad school, but I really feel that it should be part of the curriculum if it is not already!
Cecilia, I am glad you have mentioned the importance of looking at the strategies used by other service providers. I also find the information others provide me essential to learning more about my students and learning how to incorporate multiple disciplines into my teaching.
I am blessed to be surrounded by very knowledgeable and caring professionals who are always willing to work together to best meet the needs of students. By looking at UDL, I have been reminded of the importance of collaboration to provide learning environments which naturally meet the needs of most students in the preschool classroom.
Faith
Preschool and UDL are a perfect fit because of the diverse learners in a preschool, especially ECSE classroom. The learners are not only diverse, but their exposure and EC backgrounds that they bring to school are varied and diverse. UDL offers ECSE teachers guidelines to set the stage for a successful learning environment. Of all of the guidelines, I would like more ideas and examples for my favorite one – expression.
Of all of the guidelines, the one that I am most excited about is allowing options for expression. Regardless of the content area or grade, I think it is important to think about differentiating in a new way. In preschool it can sometimes take a while to really observe and understand what the students know. I love the idea of differentiating the options of expression or communication so that the students can express what they know. Teachers need to be creative and allow each student to shine and really show us what they know.
I have to say I liked learning more about the UDL process. I realized that I am actually using this system but not really realizing it. After reading information on UDL I strongly agree that diversity is the norm not the exception. Due to this explanation teachers need to understand and incorporate different ways child learn and perceive information. As a teacher we need to be aware of how students comprehend , how they interrupt, and how motivate students need to be looked at differently. By using the UDL this allows a teacher to be creative and explore new ways to reach their students in many different ways. I feel it is a great idea to use UDL in the ECSE program.
Dawn I think you said it perfectly, UDL should be the norm not the exception. I believe that in the ECSE program UDL is a great way to teach to the individual student and not have the students conform to the teachers lesson plan. I love the explanation of UDL as a blue print for the education of the student. ECSE educators are individualizing their lesson plans for certain students to meet their objectives and IEP goals. UDL is just a way that all students benefits from their own in their own interest to demonstrate what they have learned.
I really like the realistic phrase that diversity is the norm. I wish everyone would embrace that reality at least those that live and teach in a diverse environment. The UDL principles are wonderful for all learning environments and I believe especially necessary in inclusive preschool environments. Curriculums can cater to it, resources can enhance it, but ultimately it is the commitment by a caring teacher to implement those principles.
The principles of UDL can be very effective in the ECSE classroom. UDL strategies help educational professionals meet the needs of every student in the classroom. EC curriculum is often designed to average, middle-class American children: the reality is that many students in ECSE programs are more diverse. Educational professionals must incorporate many different activities into the curriculum to meet the needs of every student in the classroom.
Content should be presented in multiple ways to engage students and ensure understanding. Educational professionals should strive to provide students with learning experiences that incorporate various learning styles to increase motivation to learn. Just as students do not all learn information the same way, they do not demonstrate mastery of the material in the same exact way, so students should be provided opportunities to demonstrate their understanding in multiple ways. The variety of elements utilized in UDL will motivate students to learn and remain engaged in the learning process.
In my ECSE classroom, I seek to incorporate elements of the thematic unit into every learning center. This provides the students opportunities to explore the topic through various means and mediums. Whole group discussions then focus on helping the students tie together everything they have learned through discovery and play with what they have learned through the unit books and small group instruction.
Hi Elizabeth,
I really can’t get over how often UDL experiences are performed. I really believe that preschool teachers do an awesome job at implementing various ways for students to learn. I did not consider the idea of how thematic units can also provide unique learning opportunities in the classroom.
A real challenge for teachers of today is providing learning opportunities in the general-education curriculum that are inclusive and meet the needs of all children with less supports and more state and federal mandates. ECSE’s, and classroom teachers, use UDL constantly in their practice. Lessons are constantly being individualized daily. ECSE’s and preschool teachers may find that implementing UDL in the preschool classrooms is easier compared to the elementary level. ECSE’s have specific IEP goals in mind, however, they are always tailoring lessons to classroom routines, child strengths, and child interests. They also use an activity-based approach that can easily be accomplished within the preschool setting because it allows for more flexibility and more teachable moments. Smaller class sizes also make preschool classrooms allows for more creativity in how information is presented, how students respond or demonstrate their knowledge and skills, and how students are engaged in learning. UDL allows all children to access the general education curriculum with the support of ECSE.
Jowana,
I agree with you completely. Hearing the discussion in our weekly whole school meetings a lot of primary teachers feel that they do not have the resources or the time to use UDL to its fullest potential. But as an ECSE teacher it seemed possible and even sounded like things that we were already doing in our classroom. When having a discussion with an experienced fifth grade teacher he likes the idea of UDL and uses it his classroom by just adjusting and adding things to his lesson plan. He mentioned that it wasn’t that much extra work but some teachers feel so overwhelmed and when they are told that they need to apply a new technique they automatically go into defense mode. I wonder how administration can present UDL without teachers feeling overwhelmed but rather feel empowered about giving students a enriched education.
UDL is such a natural fit for early childhood classrooms. I have used pictures for all sorts of communication with the entire class. As the children increase their vocabulary skills, they use the pictures when they need to use them. Their demonstrated confidence in using pictures to interpret meaning is a skill that they acquire in addition to using the pictures to make choices, play with peers, and communicate their wants and needs effectively. I’m a big proponent of using UDL throughout the classroom.
Implementing the UDL in the classroom is a must in the realm of ECSE. When I think about how to use it in my classroom, I automatically think about differentiated instruction and being able to reach all my students to ensure each one has an opportunity to learn and grasp concepts. There are many instances where I believe we implement the UDL without even thinking about. When a student doesn’t understand or special modifications need to be made for a student (for example, a student who is visually impaired may need tactile objects to help “see” the pictures of a story), we accommodate their needs by individualizing our instruction even in a large group setting. It is our job to recognize when a student is lost and we need to find ways to ensure they can understand and that is where the UDL is successful. Each student can greatly benefit from the UDL because the classroom content is presented to them in numerous ways. Having multiple opportunities to learn also gives the students a chance to have the material reinforced. The UDL is an incredible strategy to implement!
I believe Universal Design for Learning should be used as a framework for all educators. It can easily be implemented into any curriculum or instruction and help to accommodate all students. As an educator I am always looking for easy and simple ideas to make a lesson work for all the students. By using UDL guidelines I can make simple changes that can help my students better understand and learn the materials. By simply changing the text color of a document, adding captions to a video, or giving the student options for how to complete an assignment, you can make a lesson better accommodate your students.
Emily,
I liked how you even realized changing the color of a document can help support learning. I’m sure of we all reflect back on our own schooling, there were teachers that stood out to us because they met our needs for learning. As a strong visual learner, as a child I knew colors appealed to me but was never able to express that I couldn’t read/learn materials printed in red. When teachers are cued in to small accommodations, children’s learning because you are supporting them every step of the way and they realize their own learning styles or strategies to help themselves later.
I like how you mentioned UDL should be incorporated into the every day curriculum. I think sometimes as teachers we feel that it is easier to plan a lesson and have all the students learn the same way. But as we know, or should know, students all learn in many different ways, which means we need to be creative and find ways to meet each child. Just like you mentioned changing the color on the text or adding a video, allows for variations in your teaching style, but still allows for students to learn and comprehend accordingly. I strongly agree that as teaches we simply need to make accommodations to meet the students, and have they succeed in their form of learning styles. I also think by adding UDL in to our teaching, will make our lessons and activities more exciting as well.
I couldn’t have said it better myself. The key word in your post is “easy” UDL should not be difficult thing to implement in a classroom setting. Something as simple as enlarging the font size, color and placement of vocabulary words, the morning message, classroom rules and allowing children to draw pictures, role play, and verbalize comprehension of any or all subject matter.
Emily,
I appreciate the point you brought up. Incorperating UDL into a classroom can be done in a matter of small simple steps. Each time we accomodate a student’s needs during large group activities, the other students in the class also benefit. These simple steps can make a huge difference for all of our students, not just those needing the extra support. One thing I particularly like about UDL is that a whole group of students in an inclusive setting with a vast variety of abilities and needs can benefit from the accomodations. This way no one student is singled out.
Thanks for your post!
Chelsey Pfost
Honestly, aside from some ancillary connections to classroom management (as it relates to student engagement), as an ECE teacher, I’m not sure how my idea of applying UDL to instruction is any different than applying it to teaching. I may be missing something. In terms of both questions, therefor: I think the UDL model is about creating a student-centric learning environment, where the instruction is provided in a way that can accommodate all learners. It is, essentially, differentiated instruction in practice. To be honest, I don’t know how teachers can claim to offer truly differentiated instruction, if they are not using a UDL model in their classroom. The beautiful thing about UDL, is that it allows a teacher to teach the same concept or objective, in a variety of ways, and at the same time. This becomes not only incredibly efficient (in terms of providing differentiated instruction), but somewhat more fun for the students. I incorporated the UDL model in one of my remedial 6th grade math classes last year (thanks to my SPED Para), and the difference in student engagement and academic progress were both phenomenal.
Bryan, as I was reading your post, I found myself nodding in agreement. Especially when teaching early childhood (as this is my only experience/reference point) I think the only way to successfully teach the students is through the UDL. Each child learns in a different way. By providing various modes of instructions to the students, not only are they learning a concept, but you are also reinforcing the material. Thanks for sharing.
I like your explaination of UDL. The UDL allows a teacher to teach the same concept in a variety of wayss at the same time. Efficiency is so important to teachers when they have so much to do and making lessons fun is so important to the students in getting them involved in their learning. I am glad you saw increased engagement and progress using a UDL strategy. It shows how well it works.
Bryan,
I never thought about it before, but you are so right about UDL being so much more efficient! The teacher provides all of the options of engagment, expression, and representation up front and the students can choose what will work best for them or what interests them more and it saves the teacher making multiple explanations and teaching multiple lessons. All the more reason for using UDL!!
Universal Design is a tool that can benefit all students learning. Students can now have assignments sent to their in box rather than carried home in back packs. This allows students that suffer from ADHD or suffer from poor organization skills easy access to classroom materials. Universal Design can be applied in a physical space to make clasroom more inviting and easy to navigate. Universal design delivers information in a way that is easy to comprehend regardless of ability or skill set. For example, classroom notes placed on website by a teacher can be read via assistive technology in their native language. The goal is inclusion for all students then Universal design is vehicle that is going to get us there.
Courtney,
I love the idea of having notes available online so that a student can access them in another language. What a wonderful tool for English language learners! It is incredible to me how long it takes to acquire the ACADEMIC language that is needed to be successful in the classroom. While the conversational language can come quickly, the academic language can take 5-7 years depending on the age of the student. What a wonderful gift to provide a student with the classroom notes in their strongest language! This is fantastic and makes teaching diverse groups of students seem challenging instead of impossible (I am thinking about a teacher who was describing her fifth grade classroom and she had 5 different home languages). Since we are accountable for showing growth, this could be a tool to help reach all students and obtain better results from our teaching. Wonderful!
Courtney and Kelley, I also agree that having notes online is a fantastic tool, especially when it can be translated. I am thinking this would be a great home-school connection for my preschool class. Obviously the students would not be reading the material, but it would allow the family to get involved at home and provide academic support in their home language. Over half my students are English Language Learners and this year it has been difficult to feel that I am communicating successfully with families in order to build a strong home-school relationship. Accessing the UDL tool online in your home language would really help families become more involved with their child’s education.
Courtney,
What a great and innovative way to help children still stay on top of their schooling without “forgetting” assignments, notes, etc. Using an inbox can also help parents support their child’s learning rather than relying on the child to bring home classroom information. It also incorporates the family’s native language which is often time consuming and not able to be accomplished in a timely manner. Not only does this benefit children’s learning, but it benefits the family component!
Courtney,
I agree that to some students being able to access things online would be very helpful; however you need to make sure they are also offered in print form. If a student does not have access to a computer, they become singled out.
I also really like the idea about offering the documents in the student’s home language. That would be a really good tool for reading comprehension. Sometimes students do have good comprehension skill but do not read English well. Allowing them to have the materials in a language they can read well would give a better understanding of their comprehension skills.
Emily
In ECSE you are using UDL in your classrooms all the time. Some strategies are thoughtful planned by using a backwards planning design, where you start with the standard and objective and then think of multiple ways for students to acquire the information, give many different opportunities for students to demonstrate they have learned the information in interesting and motivating ways. However teachers are constantly using UDL without even thinking about it, it is just second nature for most teachers. Changing the lesson immediately to fit your learners needs can be easily done in EC. This may be due to the smaller class size, more staff assisting, and less pressure from state tests and performance scores. While there is still pressure for your students to show progress EC allows the progress to be more natural and to be able to have the time to easily fit in UDL. In my classroom I would like to use more resources from Center for Applied Special Technology. Technology has increased students ability to independently function in classrooms. I believe that many teachers are afraid of technology and think that it will cost a lot of extra money. Really a lot of programs that can support students are around 50-100 dollars, while some are free and already embedded into your current computer programs. It is easy to be close minded about UDL but I believe every great educator has the ability to embrace UDL for the benefit of their students.
Ashley,
I agree that changing a lesson immediatly to fit the needs of different learners can be easily done in EC but I have seen some teachers who are not so quick to change. For some people, it may be difficult to adjust on the fly. Having ideas in your back pocket to pull out at a moments notice is a skill many but not all teachers have. I like the UDL checklist and was able to put some of those “in my back pocket” ideas down on paper for specific ideas (a means of representation, a means for action or expression, or a means of engagement). It was nice to see where those ideas could be implemented instead of just waiting for the time to use them.
What a great quote for you to end with “every great educator has the ability to embrace UDL for the benefit of their students”. Sounds good to me!!!
UDL helps educators create a curriculum that will meet the needs of all types of learners. UDL helps to create a curriculum that reduces barriers to learning and provides support to all students. UDL can be applied to an EC/ECSE classroom by allowing all children to learn together. If a teacher is teaching a lesson, the UDL guidelines can help the teacher find ways to teach that lesson to all the students. UDL will allow a teacher to see that assistive technology can help guide the lesson for students who need it. The teacher may see a way to group students that will allow them to get the most out of a lesson. UDL allows teachers to teach a lesson so that each child can learn it in their own unique way. Using the UDL checklist will help plan for individualized instruction for students.
I think I am using many of the UDL strategies in my EC classroom. We have a classroom picture schedule posted in the room but some students need their own picture schedule to help them stay on track and know what will be happening next. One student has to remove the picture from his schedule when he has completed that part of his day to help him feel less overwhelmed with the day. During group time, some children sit in cube chairs, one sits on a “tippy spot”, and one student holds onto a weighted blanket. This allows for all children to be present and comfortable during a large group meeting. When we talk about letters during school, I believe UDL strategies come into play. We sing the ABC song throughout the day. The teacher points to certain letters when reading a poem or a story. Sometimes the children come up and point to the letters themselves. We have made letters out of our bodies and taken pictures of each “body letter”. We play games using objects and pictures that begin with a certain letter. The children interact with letters on the promethean board or on an I Pad using an alphabet program. We write letters in shaving cream, sand, and on paper. We trace textured letters that have been cut out of sandpaper and trace them in the air. We have put letters into whatever texture is in the sand table. Words and letters are all over the classroom. Throughout the day, the children see letters, hear about letters, interact with letters, say letter names, touch and write letters. I believe these various forms of letter learning allow for all types of learners to get the concept of letters.
Be sure to click on the Principles to see some excellent resources. Look for the links to 2.0 too.
UDL helps educators create a curriculum that will meet the needs of all types of learners. UDL helps to create a curriculum that reduces barriers to learning and provides support to all students. UDL can be applied to an EC/ECSE classroom by allowing all children to learn together. If a teacher is teaching a lesson, the UDL guidelines can help the teacher find ways to teach that lesson to all the students. UDL will allow a teacher to see that assistive technology can help guide the lesson for students who need it. The teacher may see a way to group students that will allow them to get the most out of a lesson. UDL allows teachers to teach a lesson so that each child can learn it in their own unique way. Using the UDL checklist will help plan a lesson with individualized instruction for students.
I think I am using many of the UDL strategies in my EC classroom. We have a classroom picture schedule posted in the room but some students need their own picture schedule to help them stay on track and know what will be happening next. One student has to remove the picture from his schedule when he has completed that part of his day to help him feel less overwhelmed with the day. During group time, some children sit in cube chairs, one sits on a “tippy spot”, and one student holds onto a weighted blanket. This allows for all children to be present and comfortable during a large group meeting. When we talk about letters during school, I believe UDL strategies come into play. We sing the ABC song throughout the day. The teacher points to certain letters when reading a poem or a story. Sometimes the children come up and point to the letters themselves. We have made letters out of our bodies and taken pictures of each “body letter”. We play games using objects and pictures that begin with a certain letter. The children interact with letters on the promethean board or on an I Pad using an alphabet program. We write letters in shaving cream, sand, and on paper. We trace textured letters that have been cut out of sandpaper and trace them in the air. We have put letters into whatever texture is in the sand table. Words and letters are all over the classroom. Throughout the day, the children see letters, hear about letters, interact with letters, say letter names, touch and write letters. I believe these various forms of letter learning allow for all types of learners to get the concept of letters.
Preschool and UDL are a perfect fit because of the diverse learners in a preschool, especially ECSE classroom. The learners are not only diverse, but their exposure and EC backgrounds that they bring to school are varied and diverse. UDL offers ECSE teachers guidelines to set the stage for a successful learning environment. Of all of the guidelines, I would like more ideas and examples for my favorite one – expression.
Of all of the guidelines, the one that I am most excited about is allowing options for expression. Regardless of the content area or grade, I think it is important to think about differentiating in a new way. In preschool it can sometimes take a while to really observe and understand what the students know. I love the idea of differentiating the options of expression or communication so that the students can express what they know. Teachers need to be creative and allow each student to shine and really show us what they know.
UDL is perfect for the ECSE classroom. ECSE classrooms are very diverse and all planning needs to be looked at to plan for the wide range of needs in the classroom. Teachers can use the checklist when they are planning a unit or lesson to help make sure they are planning for all the needs in the classroom. I think making notes on the checklist about what specific kids may benefit from specific strategies may help teachers plan even more. In my own teaching, as a special educator in an elementary school, I can use UDL to help the teachers I work with plan for all students. I think if teachers planned using UDL the practices could be more inclusive. The general education teachers I work with are often worried about meeting the needs of the students on IEP’s. Their solution to meeting needs is that students are pulled out of class. I think if I could get teachers to use this checklist, students could be included in the classroom more.
Jennifer, I like your idea about making notes on the checklist for individual children to help individualize instruction. You are absolutely right when you say that using the UDL checklist will help teachers provide a more inclusive environment. I am also an ECSE teacher and we certainly have a diverse group of students. Preschool is a great time to build the foundation for tolerance and acceptance. Using the UDL checklist helps ensure that all children are having their needs met and it also allows children to observe that although we all learn in different ways and some of us perform tasks in different ways, we are all in this learning environment together and we can support each others learning in a safe, fun environment. Thanks for your post!
Thank you Jennifer. Making sure that students remain in their inclusive classrooms is an important point. Finding ways to successfully implement a variety of ways to improve accessibility to content and assessments.
I think this thread is a perfect introduction into a conversation about the perceived differences between special education and RTI. One of the things that upsets me most in today’s educational environment, is the bogus delineation made between serving special education students and students who are simply falling behind academically. UDL is a perfect solution for both groups, because both groups are, in essence, exactly the same. I think it comes down solely to the degree of challenge. Shouldn’t a student with an IQ of 85 be given the same instructional considerations as a student with an IQ of 65; or, an IQ of 135 for that matter? That’s really the magic of using UDL in an inclusive setting — you are finally providing instructional accommodation to EVERYONE (not just those for whom there are federal mandates). Shouldn’t that always be our mission as educators?
Bryan,
I agree with some of the points you made about UDL being used for all children. We know that it is best practice for teachers to individualize for all learners in our classrooms, but sometimes it becomes a daunting task if “where do I start?” for some educators. Unfortunately, the realization of today is that education is becoming more mandated. Teachers need to constantly be conversing with other professionals on how to meet the needs of all learners in the classroom while continuing to meet the mandates.
Jennifer,
The UDL is a valuable tool when it comes to meeting the goals and needs of children On IEP’s. Your comment on using the UDL checklist as an instructional tool to help promote collaboration among teachers and service providers is a great way of utilizing that tool. Providing every opportunity in the classroom to be fully inclusive and benefit al students learning ig also a great use of the UDL checklist. Too often children are pulled out of the general education classroom and by better utilizing the tools available to us, such as the UDL checklist, we can minimize the time children re isolated.
Jennifer, I agree with your attempts to get the general educator to use the checklist as a means of increasing inclusion. However, one down side about making individual accommodations in this way is that it perpetuates the idea that that the individual is the problem and not the inflexible curriculum. Also, by focusing on one student, the accommodations are not provided for all students. Often all students can benefit from reducing barriers in the curriculum.
The other thing to think about is that the basic premise of UDL is that it is not the individual that ‘needs’ something, but the curriculum needs to be broader and more flexible in order to accommodate all learners. In my opinion, even if one student is being excluded, it is a symptom of a curriculum that is too inflexible. I know this may seem like semantics, but it is really the only way to use UDL to its full potential.
Wow! I thought this information and forum was amazing. It has helped me conceptualize what I already know and think of ways to revise lessons for improved classroom instruction. It sparked much creative thought for me as a educator and a parent. This online workshop should be a requirement for teachers in all disciplines. Often teachers don’t have a set of guidelines like these. I will use this over and over to refer back to and have made extensive notes along the way through my reading. I am so thankful I took this course.
Tracie,
Great idea that the online workshop should be a requirement for teachers. That is a great inservice idea. Teachers can always use guidelines that help. I agree that it sparks creative thought. It is nice when the creative thoughts can help in your work and in your home. It makes it mean even more when ideas can be applied universally.
Utilizing UDL principles in the classroom doesn’t eliminate the need for accommodations for students. Accommodations will always be in need in the classroom, such as the flexibility in seating for a student with a visual impairment. Applying UDL in the classroom will guarantee full access to the content for most students and reduce the need for specific accommodations. For example, creating web notes in a way that can be accessed as they are created. If a student with a visual impairment were to come to the class, you would not need to re-create any lessons; taking less time in the long run. If you let all students have access to your assignments on a class website can do away with the need for assignments in alternate formats.
Danielle,
I like the way have explained this. I also see UDL as being a means for developing curriculum accessibility for students. UDL is not something that teachers should do simply because they have students with special needs in their classroom. Applying UDL to planning, which leads to it’s implementation in instruction, is meant to best practice for serving students with diverse learning needs. In reality every classroom is made of students with diverse learning needs because everyone learns differently and at different paces. Thus, UDL best practice for ensuring all students have access to curriculum and can be supported by other accommodations or modifications required by some students needs. As, you pointed out so well in your example of a student with vision impairments.
Sarah
Hi Danielle,
I like your comment on teachers should not just use UDL because they have special needs students. I feel that using the UDL can help all students in the classroom no matter what disability they have. To me using UDL can help with all students since everyone has different learning styles. For example in my classroom I have a boy how is deaf and blind and we still are able to include him in our daily activities. We simply do this by having students sit next to him, touch his hand, help paint with big brushes, use adaptive toys to communicate with him. I feel that this is a learning experience for all.
Danielle
I completely agree with you UDL cannot take place of accommodations. Much like you said, UDL allows people to access the curriculum. I like your example too…I find that I have to do similar things within my own classroom, but primarily in a hard copy format. Thanks for sharing!
Hi Danielle,
I really appreciate your point about UDL being a way to provide access to all students but not the complete approach to accommodating all needs. It’s not a “golden” ticket, but it does improve student access and is beneficial to all students regardless. I often wonder how many students who remain unidentified would benefit from a teacher who uses UDL practices to facilitate their learning.
Danielle,
When I first heard about UDL I wasn’t sure what I was learning or how it would apply to my preschool classroom. Your point about accommodations is critical to truly understanding UDL. UDL principles are not designed to replace anything, but to provide a better starting point for everyone. They are something to use for EVERYONE from the beginning that most students will find useful for a variety of reasons. Another example that is similar to your web notes example would be visual schedules and other visual aids. These type of items are more common in preschool and lower grades but are useful to English language learners, non-readers, visual learners, and students who may otherwise struggle to stay on task or keep track of the schedule. I personally love seeing illustrations in addition to text. Your example is great! I love it when I have something in place that could eliminate the need for extra work later on!
Hi Kelley, I agree that visuals help everyone. When I worked with students with Autism, this was a common accommodation and then the gen ed classroom teachers started using the same kinds of things for all of the students. Additionally, I think it is interesting to note that new websites are favoring visuals over text as most people respond to visual representations quicker and, as you point out, they are great for ELLs.
Yvonne
Danielle,
Technology has made it easier than ever to more universally design our classrooms and curriculum. Students no longer have to read off a blackboard in the front of the class they can now read text off a computer at the desk. Classroom lectures can be typed up and printed or emailed to all of the students in class. UDL is not going to eliminate the need for accommidations but it should minimize the severity and indescrepency among the type of accommidations.
Danielle, I would respectfully disagree. I would say, that if you are implementing UDL correctly, that it becomes an accommodation (for every student, according to his or her own need). That’s the wonderful thing about UDL — it accommodates the learning needs of all students (not just those IDEA-eligible disabilities). After all, don’t we all have some type of learning disability or delay, in one way or another?
Danielle,
When I first heard about UDL I wasn’t sure what I was learning or how it would apply to my preschool classroom. Your point about accommodations is critical to truly understanding UDL. UDL principles are not designed to replace anything, but to provide a better starting point for everyone. They are something to use for EVERYONE from the beginning that most students will find useful for a variety of reasons.
Another example that is similar to your web notes example would be visual schedules and other visual aids. These type of items are more common in preschool and lower grades but are useful to English language learners, non-readers, visual learners, and students who may otherwise struggle to stay on task or keep track of the schedule. I personally love seeing illustrations in addition to text. Your example is great! I love it when I have something in place that could eliminate the need for extra work later on!
UDL is really a universal application that helps all people. People with and without disabilities, as well as people who are auditory, kinesthetic, or visual learners. Visual aids definitely support young learners and people who speak and understand another language. I am both a visual learner and a second language learner, so UDL is quiet helpful and beneficial for the way I learn. As instructors it is our job and duty to provide the ultimate learning experience for all student despite of disability, background knowledge and experience, or learning style.
UDL can be applied many ways in ECSE and EC, especially when working in an inclusive classroom. When planning curriculum and instruction, teachers can implement various opportunities for all children to interact with materials that are being presented in the lessons, having children be able to manipulate objects and experiment with, by also providing background knowledge beforehand. It is also important that there are a variety of instructional strategies that are presentet for all types of learners, including the use of technology.
I am currently teaching in an inclusive preschool classroom, I have many different programs for children to choose on the computers, including additional programs that have been added by our vision specialist for a child that she works with, these programs can also be accessed by all of the children in the classroom. When I am presenting materials, I make sure to have a variety of techniques for different learners, pictures, using actions, and also allow various ways for children to respons, a unision response, individual responses, a think pair share. It is important to provide visual and auditory information and check for understanding from all students.
Hi Jenn, I also use the unison response, the kids just love saying things in different voices, and I have noticed them using those funny words during center time as well. I like the idea of having the picture cues with the words too. It is a great way to reinforce and supply another mode of learning the vocabulary!
Thanks,
Denise H
Jenn-
I also use many of the same techniques that you do in my inclusive classroom. The children love think pair share and I love it to because it gives all the children a chance to talk whether its in front of everyone or just to a partner. They get to share there ideas either way!!! I also use unison response a lot, however I make sure that I provide an appropriate amount of “think time” so that all children can think about the answer and not always just have the few higher kids responding to me and the others just waiting for the answer.
I enjoy the flexibiliy that we are able to provide in our classrooms, but I am concerned about what happens next year? In K-12, I do not know how much UDL is corrdinated into the curricilum, I’m more conserned with K-2. I think that it is great the room is equally assessable to the entire population and there is a variety of ways for them to express thier knowledge.
I think that the UDL is perfect for an early childhood classroom. The different modalities are considered daily. Tactile learning happens in the sensory area, auditory when listening to music, visual when reading a picture book. Everything we do all day is incorporated to reach each learning stlye. I have a video that has the alphabet set to separate songs with dance and hand movements. It also has the letter being sung up in the corner being traced for the children to see how to write the letter. I added to the ideas in section three for engagement stating that classroom discussions about what they would like to learn about and using these ideas as a theme for the room. This is something I strive for in my own classroom. It is very difficult and I have not been so successful to date! This is my plan for next year. Once these discussions have taken place I would think that it could be easy to incorporate standards. I do this occasionally when a child expresses something they would like to do. We are making binoculars for our field trip to the zoo. This was an interest expressed by one of my students. I would like to extend this idea.
Thanks,
Kim Santaniello
Kim,
I agree that preschool centers are designed to provide students many different modalities to learning. Just by observing which centers a child is most interested in will give the teacher an idea of how they learn best and what interest them. I am interested to know more about the alphabet video you use, what is it called?
I too am striving to use child’s interest to lead some of our instruction. As you stated, one of the quickest ways is to listen to their conversations. Also, I use an “I wonder” wall. I often model how a story or event in my life has sparked an “I wonder.” It takes a lot of practice, but students begin to ask more questions. It is still something I am working on too. In the beginning many of my students just want to share what they already know!
Thanks for sharing!
Casey
Casey.
Love that I wonder wall! I will have to steal that idea! I can see how that might be difficult to start, but as soon as they do the shift in their thinking they can do it. The video is from Heidi’s website. It really fun for the kids. Instead of just listening to conversations, I want to initiate a class discussion and come to a consensus on what we would like learn. It’s a Reggio Emilio deal. Hopefully I will have more time to implement next year.
Kim
When looking at EC/ECSE curriculum and/or instruction in relation to Universal Design, I can really see the value of highlighting background information and enhancing the relevancy of the information being learned. For example, one of the observations that I did in an early childhood classroom had made sock puppets after the teachers observed their students continually putting their hands in their socks. I think the idea of relevancy and background knowledge can also be a great way to link learning back a child’s cultural background/linguistic skills. This can be a helpful way to teach and encourage students who may be bilingual and/or have alternative skill sets that they may implement in attempts to decode new information.
As for UDL in my own classroom, I am also currently trying to find new ways to make things like Of Mice and Men relevant and important to my students. I teach in an urban high school with 80% Hispanic students and 20% African American. My students are constantly asking about the importance of the books we read, grammar skills, etc. I couldn’t honestly answer their questions with more than a “because I said so” response without UDL.
Whitney,
I like the idea of socket puppets and how this relates to UDL in that they are encouraging engagement through focusing on the children’s interest. It is apparent that the children can learn when they are interacting with something that is relevant to their lives. Also, through varying sensory stimulation you are giving children a chance to relieve their stresses by having a accepting and supportive classroom climate. You are giving children a chance to achieve success rather than failure!
Whitney,
What you said about building on background knowledge also reflects what Grisham-Brown, Hemmeter, and Pretti-Frontczak (2005) have said about the need to use children’s interests as a guide for activity-based intervention. The sock puppets are not only relevant to where the students are, they also respond to interests of the students. I think the next step of this activity can also use UDL principles. If the teacher has the students use the sock puppets to act out a story they are learning about, or role-play a situation, this activity is also providing the students with multiple means of representation and expression (CAST, 2012).
As for your questions regarding your own classroom, I think it is important to look at what you get or got out of the books that you are having your students read. Most of those books are supposed to have some underlying lesson that every person will face in their lives. Perhaps it is on morality or right and wrong or justice. Then, you can focus the students on that accept of the reading, giving them a particular lens through which to be looking while they read the books. I hope that helps. As for using UDL with that type of lesson, you could have them create animated versions of the story on the computer or mix up parts of the text and have them figure out how they go in order. Those are just ideas I had as I was thinking about what you wrote. Good luck!
Sarah
References
National Center on Universal Design for Learning at CAST. (2012). Retrieved on April, 12, 2012 from http://www.udlcenter.org/aboutudl/udlguidelines
Grisham-Brown, J., Hemmeter, M.L. & Pretti-Frontczak, K. (2005). Blended practices for teaching young children in inclusive settings. Baltimore: Brookes.
I have never worked in such a diverse classroom. That must be very challenging. I do not have enough experinece to offer any advice. I will probably not remember to get back on to check the response, but I would like to know how you managed to make that story relateable. How else do you use UDL in your classroom? Do you provide handouts in Spanish? Are you bilingual?
Whitney, I am reading this posting for the first time as I was searching for an answer to a UDL question. The posting I am reading took place almost a year ago, April 14, 2012. I am hoping that you have had the opportunity to discover ways to use UDL in your classroom. Also, I am hoping that now, you can give your students a better reason why they are reading the books you asked them to read, grammer skills, etc. I was very sad to think that this was the only reason you gave the students. They are important and have a right to explore their educational questions. Would you give this answer if you were working with a different population of students? Your response may have harmed a students growth! I hope things are better for you now!
God Bless!
UDL is used daily within an ECSE classroom. The teacher is always finding ways to modify a lesson plan so it fits the needs of each of the students. They are also looking for equipment, technology, and materials that can help a child understand something better or allow them to participate in the classroom with typical peers. Even students that are typically developing may need adjustments to lesson based on the way they best learn and take in information.
I will use the understanding of UDL within in my own classroom to make sure each students’ needs are being met. It is important that a teacher set up a classroom so that children are going for success rather than being set up for failure.
Hey Christie,
I think teachers use the idea UDL in the classroom everyday without even knowing it. As a teacher, I know I am always looking for ways to make my lessons fit the needs for every child. I would hope that all teachers are doing the same thing. Students deserve this kind of attention from their teacher. As you said, they deserve to be set on the path to success rather than failure.
Christie,
I completely agree with you that it is really important that all children feel that they have access to the classroom and the opportunity to be successful. I also think it is extremely important for kids to have the chance to participate in the classroom with their typically developing peers. It is important for children to learn from each other–typically developing or not.
I see the UDL process as a way to address the needs of typical and atypical learners within one setting, everyone benefits from the techniques. Every student can learn from a variety of exposure methods in the classroom. UDL provides ways for children to better understand the concepts being introduced by providing a mixture of visuals, textures, and sounds. Movement and physical activities can also provide an important adaption in which all children can connect and relate to. These are ways that children connect not only to the curricula but also the environment in which they live and learn in. When children connect to the environment they are in, they can also become more engaged. By applying representation, expression and engagement strategies, parents, teachers and students themselves can become successful and productive members of the home/classroom. When children feel successful, which UDL provides for them, they feel empowered and encouraged to learn.
I find the UDL theory in all that I do when teaching in the classroom. Without even realizing it sometimes, I scaffold questions, provide choices, limit possible answers. When reading, I am able to provide picture cards and explicit child friendly definitions that are important to the story. I am able to act out part, point to pictures and tell about unfamiliar words. Students are given the opportunity to chime in, if they wish, and provide experiences or relevant information. When writing, prompts are available. Children are allowed to share their stories. They become excited about “writing” and they own it. Even my students, who are none verbal, stand up and coo and point to their picture. Throughout the classroom, a variety of sizes, shapes, textures and colors are available for all children. Books are available on tape, touch screen are available on the computer and plenty of room is provided from my child with a walker. I have tried to make accommodations for every single child in my classroom. One of the problems that I do find, is not all child are “diagnosed” or “identified.” How do I know what they need? I guess that is where I just assume all need some sort of adaption and I provide whatever I can.
Hi Shannon,
I was curious about your question at the end regarding children being diagnosed or identified and what their needs are. I think UDL is important in that it reaches all students not just those that are developmentally delayed as you mentioned at the top. I think it would benefit most teachers it they looked at all their students as having strengths, areas that need help, and areas of motivation. If you can identify those for each of your students then I think accommodations and UDL will come naturally for each student.
I think what I meant was how am I suppose to use UDL if I do not know what thier needs are. Here we are in mid-April and I am just beginning to understand what so of my students need. I wish they all just came in with a strengths and weaknesses noted. Wishful thinking and that would take the challenge out of our jobs. I need a little more experience so I can get this quicker.
UDL is a natural and effective way to educate both ECE and ECSE students. It takes into consideration a child’s interests, it provides multiple ways for a child to explore their world, and gives caregivers, teachers and itinerant staff direction in how to adapt lessons for students that do not learn from typical instruction in the classroom. By applying the representation, expression and engagement guidelines all aspects of a students ability to learn a concept is covered. Scaffolding lessons, creating interest for all students and hands on affective tools can be used to assist in educating all children to the best of our abilities.
In regards to my own classroom, I am forever learning new ways to educate my students by observing the children themselves. It is a constant adjustment, and as a teacher I have learned that being flexible to move into new directions is a key to success. Activities I thought would be intrumental in promoting interest are modified as I observe students handling of the materials, using the targeted vocabulary and observing which students are interested in which activities; assists me in my daily planning. The most difficult part is making these daily adjustments due to time constraints. UDL is a fabulous set of guidelines to direct instruction. The resources provided not only assists me in my planning, but also gives me insight into how to have effective goal planning and application of activities toward those goals. Technology is a weakness for me. One because the district does not provide internet access for the students in my room and their are so many amazing websites that would provide another mode of learning for my non-verbal students. But even the couple of programs that are available to the students are not utilized as much as I could. So I will try to optimize learning with these programs by observing how the students are interacting with the programs and try to provide opportunities for the best experience they can have in this educational arena.
Hi Denise,
You made some really thoughtful and good points. I also find that in my ECSE classroom, I run out of time. I teach 2 classes and the morning class is shorter than the afternoon class because the afternoon is a Headstart class. I often find that I am running out of time to cover things that need to be covered and I lose time on other days trying to make up for things that were missed. Sometimes, I wish I had one class that went all day instead of 2 separate classes. The guidelines gave some good ideas on ways to implement strategies into the class although some of them cannot be applied in the ECSE class. I was pleased to note that we implement things such as the different textures and text (raised, tactile, larger),presentation, use of technology (timers, smaller mice)visual schedules for class as well as individuals, etc into the class already. Within our ECSE program, we are encouraged to embed these strategies into our daily routines. The UDL strategies stirred up some new thoughts for me and I look forward to utilizing them in my class.
Thank you for sharing Alyssa. I appreciate that things are stirring a bit more!
I think that both Early Childhood Education (ECE) and Special Education (ECSE) curriculum and instruction fit very well within the elements of Universal Design for Learning (UDL). They both naturally lend themselves to the principles outlined in the UDL Guidelines. Quality ECE and ECSE curriculum and instruction provide a good foundation for the three principles outlined in UDL. The principles of providing multiple means of representation, expression, and engagement are all ideas and strategies that are naturally a part of any quality ECE and/or ECSE program. The UDL guidelines offer even more specific ideas and strategies that could easily be implemented and that would benefit all children.
As I read through the UDL guidelines, I was simultaneously thinking of my own classroom and asking myself, do I do that? Do I offer that to my students? How could I implement that strategy? I found that the principle that I could most improve upon would be Principle III: Providing multiple means of engagement. This principle focuses more on scaffolding the responsibility and ownership of learning on the student through his/her interests, feedback from the adults, and reflection of the student’s learning and how he/she is learning. I think that because of the age of my students, I tend to assume that they are not capable of doing this and I tend to control more of their learning rather than them controlling it. I can see now that because of the age of my students and their natural curiousness and eagerness for learning that this principle would be one to implement, encourage, and foster and that could lead them into years of successful learning by laying a positive foundation of ownership for their learning. It could really empower them at an early age by giving them an understanding, responsibility, and ownership of their own learning and how they learn that would set them up with the tools and strategies that would make them successful for years to come.
Patty,
My initial post, which hasn’t shown up yet, I wrote about the third principle also. I had big ideas at the beginning of the year in having child driven discussions about what they were interested in . I would then create a theme based on their interests. I have done this on certain occasions, when a child expressed an interest in making binoculars and we are going to make them for our field trip for the zoo. I wanted to extend that to a whole unit though. It is a goal of mine for next year. This child is very excited that she came up with this idea, the ownership is definitely there.
Thanks,
Kim
Hello Kim – You may need to re-post if it has not appeared yet.
Hi Patty, I agree with you on the third principle laying the foundation for the other two. In my classroom, we start off our Learning Time (circle), by saying “it’s a great day to learn something new”!….Whether all my students really know what that means is not as important as embedding an excitement for what comes next. Establishing a love for learning and building little self esteems in the early childhood setting, I believe is the most impactful “content” we can deliver.
UDL can be applied well in EC/ECSE classrooms that are inclusive. An inclusive classroom has a diverse group of students, each with their own unique learning needs and styles. By using the three principles of Universal Design for Learning: multiple and flexible methods of representation, expression/action and engagement, an early childhood specialist helps all the children learn information as well demonstrate their knowledge and maintain their enthusiasm and zest for learning in the classroom (CAST, 2008). In an ECSE classroom, teachers spend time planning lessons and content learning in a variety of ways to meet individual language needs, learning outcomes as well as standards and benchmarks and objectives. UDL provides a vast array of strategies, innovations and guiding principles to ensure that individualized or differentiated instruction is meaningful as well as purposeful and intentional.
In my classroom, I find myself planning lessons and observing my students as much as possible to reflect their unique learning needs and goals and interests. Currently, my students are learning about life cycles of insects. We have ladybugs, caterpillars and a praying mantis all in various stages of metamorphosis. They are also using a variety of means to learn about insects and how life cycles exist in the world—through songs, traditional books, interactive software on the computer, as well as through interactions with a variety of realia, puzzles, manipulatives, posters, graphs and science tools. To better incorporate UDL in my room, I am considering having them go on nature walks outside to collect other insects and make observations. I could provide them each with journals, let them use the camera, share stories and information with puppets and flannel boards to demonstrate what they are learning in this process. To me, UDL goes very much with the recommended practices DEC considers developmentally appropriate.
Angela,
I like how you discussed that the UDL goals go together with the recommended practices that DEC considers developmentally appropriate. Your idea of a nature walk is a great way to incorporate UDL, I recently did something similar, with magnifying glasses and searching for insects, etc and ALL children were able to participate and learn something from this activity and then sharing what they learned or observed outside with the classroom and peers is so great to see each child’s point of view.
Jenn
Early childhood curriculum is designed to be developmental in nature and provide hands-on learning opportunities for all learners. I believe Universal Design for Learning (UDL) supports early childhood curriculums by providing a lens on how to present materials, ideas, and skills in a format that is accessible to all, that is interesting and motivating, as well as allows students various ways to express their knowledge. I think it is encouraging that UDL promotes authentic learning in which values active learning which transfers beyond the classroom. For young children, the best way for them to acquire new knowledge and skills is by having the opportunity to “DO” and practice in multiple settings. UDL enhances instruction by providing multiple means of representation, expression, and engagement which can be easily implemented in incidental, embedded, or direct instruction (CAST, 2012). Finally, UDL is an advocate for technology. Technology has been a wonderful resource for supporting students with and without disabilities. One area I believe can be improved by using UDL is assessment. Many teachers create one assessment that all students must complete. However, a student may understand a concept, but need a different modality for demonstrating the concept. It is enhancing our understanding of developmentally appropriate practices. When I have shared this information with staff, they agree with its concepts, I think real examples are the best way to understand how to use the guidelines. I found, customizing the display of information, providing background knowledge, providing varied ways to respond/interact, enhancing capacity for monitoring progress, reducing threats/distractions, collaboration, and increasing individual choice and autonomy to be guidelines often discussed in early childhood special education.
I work in an inclusive preschool classroom within an IB World school. This has given me an opportunity to apply UDL strategies within my own classroom daily. UDL and IB support the use of inquiry based learning which is guided by student interest and choice. Additionally, they both value action and summative assessments in which students have multiple ways to show their understanding of a concept. Being an inclusive classroom also means: I provide a safe and predictable routine and I use various strategies to meet differing learning styles (CAST, 2012). Examples include: graphic organizers, visual schedules or timers, object schedules, video modeling, use of prior knowledge, I think/I wonder chart, assistive technology, choice boards, breaks, and timely feedback. I also use technology to support students, present activities, increase engagement. I often ask myself “how will this student feel comfortable in my classroom?” When I design a unit I make sure the ideas and/or skills are embedded into songs, stories, art, small group lessons, work baskets, cooperative learning, games, or through our language and vocabulary. I think it helps teachers understand the what, how, and why of learning and can promote confidence in learning for students (CAST, 2012).
Hi Casey,
Nice summarization of how UDL can work for children of all abilities! I agree that the UDL guidelines are a great way to enhance all children’s learning, these are strategies that can work for all students and at all grade levels.
Thanks,
Patty
Thank you for your response Casey. Regarding UDL for enhancing learning, what you say are some of the best examples?
Thank you!
I believe that there are many effective ways of applying UDL in early childhood curriculum/instruction. Many teachers are probably not aware that they are already incorporating strategies into their daily lessons. UDL can be applied to curriculum and instruction in that it allows teachers to design learning from the beginning; you are not adding alternatives to their education at a later date when you feel that a particular student is not gaining the necessary skills to become successful. By increasing the learning opportunities for all students, you are providing them with a unique experience that is geared toward their age and ability. Not only in an EC classroom but particularly in an ECSE classroom, you are providing children with multiple ways of learning materials, demonstrating their learning and making/gaining the most out of what has been taught. For example, you may allow your children to learn through music, dance, paper/pencil, iPad, computer, etc. Through the use of manipulatives, picture schedules, written expression, drawings, etc. you are giving every child the opportunity to experience educational success.
UDL can be tied into my own classroom and teaching in that I try to focus my attention on meeting the needs of all children regardless of their race, age, ability, gender or culture. I believe that all children are learners and deserve the chance to be educated with age-appropriate peers. Right now I am teaching kindergarten and preschool special education with a wide range of abilities, UDL makes it possible to focus on each individual child. I look at each individual child’s goals and think about how I can incorporate them into the lesson that I am teaching.
In my classroom, I try to create lessons that will meet the needs of all individuals from the beginning. Often times, I will provide information in varying formats (music, tactile, pictures, etc.). I make sure that all information is accessible and comprehensible; this is done through charts, diagrams, ASL, PECS. I pre-teach vocabulary, activate and relate prior knowledge, use KWL charts, build upon concepts (reading and math) and provide children with both examples and non-examples of what it is that I am asking them to complete. After a lesson, I always close with something they learned and provide the children with multiple opportunities for review and practice. Through the use of modifications and adaptations, my paraprofessionals and I use a variety of strategies for children to express their wants, needs and understandings. Multiple opportunities are given to children; we engage in not only teacher directed activities but also student lead activities. I would like to take what I have learned from the guidelines and improve on the suggestions that they recommend in section 3 (engagement). I feel that I do many of these but I think that I could see them being done more effectively.
Hi McKenzie, You are so right, a good teacher naturally applies the UDL strategies even without studying them first, it truly is the natural way to work. What I like is with intentional planning, we can get even more out of our instruction.
Thanks for your insights.
Denise H
Hi McKenzie,
I liked your comment, “By increasing the learning opportunities for all students, you are providing them with a unique experience that is geared toward their age and ability.” It really speaks to that concept that one curriculum and/or type of instruction does not fit for all students and that UDL makes simple and practical yet highly effective changes that really can benefit all of the students in their learning.
I also agree with you that I would like to take more of the strategies from Principle III-Engagement and utilize them more effectively in my classroom as well.
Thanks,
Patty
Hi McKenzie,
I agree that teachers are probably already using some of these strategies and don’t even realize it. It’s confidence-building to see that things I do/use in my class fall within the UDL examples. It encourages me to continue to find things that will support the students’ learning. Within my class, we like to utilize child-directed activities in order for the students to engage with each other and give them a chance to practice what we have been learning during whole group time. I find that the students respond to continuity and the routine. They also appreciate the visual schedules and warnings before a big transition. I also agree with you that applying the ideas from the UDL to all students from the beginning of the year benefits them greatly and creates a more supportive learning environment. I notice that the students feel more comfortable when given choices, accommodations along with clear expectations. I’m still learning about the “how to” and there is always room for improvement but I really love this age group and they are quite an entertaining bunch. The guidelines provided some clear and helpful ideas that I look forward to trying out in my class.
Universal Design for Learning (UDL) should facilitate and direct instruction. Teachers must actively plan for students of diverse backgrounds, ability levels, and learning needs. Most teacher recognize this and use differentiated instruction to provide students with multiple means for receiving, understanding, and demonstrating knowledge of information and concepts being taught. UDL incorporates these same ideas through its principles of multiple means of representation, expression, and engagement with curriculum (National Center on Universal Design for Learning at CAST, 2012). UDL’s principles all work together to offer every learner and every learning type with the opportunities they need to learn. CAST (2012) states that UDL provides “a framework for understanding how to create curricula that meets the needs of all learners from the start” (“UDL Guidelines – Version 2.0”). Teachers should use the principles of UDL to plan instruction. Guided by the curriculum, that is, what students need to learn, teachers can plan how to teach and the context in which to teach the material in order to be most effective. As with differentiated instruction, UDL guides educators to create optimal means of reaching each individual student in all areas of curriculum. Hence, teachers must plan what, how, and when to teach the subject matter in addition to addressing the individual needs of each student. UDL guides such curriculum development and instruction in order to reduce learning barriers, provide challenges, offer instructional support, and meet individual learning needs (National Center on Universal Design for Learning at CAST, 2012). Thus, implementing UDL strategies benefits every student.
In my experience I have seen some effective implementation of UDL. Advanced organizers, graphic organizers, concept maps, and KWL (Know, Want to Know, Learned) charts, role playing, demonstrations, computer programs and games, cued responses, and partner sharing are just a few that I use in my classroom. Our typical morning calendar lesson incorporates a variety of UDL techniques as well. As we determine the month, date, year, day of the week, and weather, students are provided a variety of means to receive the information, engage in the tasks, and share their knowledge. Students sing, point, write, read, sign, and share with others throughout the event. In addition, we incorporate Spanish into the activity. The daily repetition of this activity helps my students fully understand the concepts and gives them clear roles in the process, keeping them engaged. Providing other means to incorporate UDL throughout the day exposes students to the diverse ways and mediums of learning. This may be in the context of multimedia presentations, computer programs, story telling, or craft projects which offer representation, expression, and engagement in a variety of forms. I think most teachers use these types UDL within their classrooms.
Reference
National Center on Universal Design for Learning at CAST. (2012). Retrieved on April, 12, 2012 from http://www.udlcenter.org/aboutudl/udlguidelines
Sarah.
I like that you mentioned graphic organizers and charts, KWL charts are a great way to provide or activate background knowledge from children at the beginning of a lesson or unit. It is also a great way to illustrate key concepts, big ideas, and guide information processing for ALL students in the classrom (CAST, 2012). This is something I feel is so important when I am plannign my lessons.
Jenn C.
Hi Sarah,
I appreciate your emphasis on how UDL is a proactive way of instructing and involving and incorporating students in their learning. It cannot be a knee-jerk reaction or a partial attempt at reaching all students and their needs. It is a framework that should guide your practices and instruction so that students are engaged. Fortunately, I see a lot of teachers using UDL practices in their classrooms daily.
Using UDL to guide lesson planning makes sense. When planning, it is important to note that there will be a variety of learners in a classroom. Creating lessons that, from the very beginning, can meet the needs of all students through a variety of learning opportunities means that the planning only needs to be done once. Creating a one way only lesson means more work to figure out how to modify the lesson to adapt to all learners. The UDL guidelines are helpful to use for planning to make sure all aspects of learning, from the lesson to the assessment and level of engagement are covered. The guidelines are also helpful for me in my lesson planning to make sure I am creating lessons that best meet my students’ needs. It’s a great reminder that not all students will understand a concept right away or in the same way. These guidelines will help me to create open-ended lessons that give children control of their learning. Learning how to learn is as important as what is being learned.
Melissa,
You mentioned that UDL can support a teacher in creating lessons that meet the needs of all learners from the beginning. I think this is an important point because it implies that the teacher needs to change their environment before deciding that it is the child’s “issue.” Also, I agree that UDL reminds us of prior knowledge. It is important to understand what children know before adding on new skills or ideas.
Casey
How can UDL be applied to EC/ECSE curriculum and/or instruction?
UDL is especially important in the planning of curriculum or instruction for EC/ECSE. Under Principle I: Provide Multiple Means of Representation the use of multisensory techniques can play a significant role is young student’s ability to access the curriculum and be successful. Using auditory information, visual information, tactile objects and pictures are all ways that multisensory techniques can be integrated into a lesson plan. Under Principle 2: Provide Multiple Means of Action and Expression, allows the students with language delays to express their wants needs and knowledge in multiple modes and formats that best meet their needs. This can be done by the use of assistive technology, multiple ways to indicate answers as well as the opportunity to use storytelling, music and comic strips to express ideas and thoughts. Under Principle 3: Provide Multiple Means of Engagement, provides young students access to the curriculum in an interactive and engaging manner. Keeping children moving and interactive allow for longer engagement and less distractions.
How can UDL be applied to your own classroom or teaching?
I am currently working as a speech Language pathologist assistant so I use UDL daily. One of the areas that I work on with many of my students is vocabulary development, during this time I always incorporate the use of visual, auditory, tactile and kenesthetic strategies. For example we start with a PowerPoint that defines the words and presents a visual picture of the word. Then if I have access to the object I will bring it in for the students to touch and explore with their five senses. We use visualization strategies to help for a picture that will remind us of the new vocabulary word and then talk about how it fits into previous experiences we have had to make a personal connections. I also try to incorporate the use of songs, rapping or skits when we are learning new vocabulary. Using these various strategies actively engages the students and motivates them to participate and learn.
Hi Christina,
Thanks for sharing how you use UDL as a SLP. It was interesting to read about the UDL concepts you use on a daily basis. It is so important to make UDL a part of all activities, not an afterthought. Hopefully one day it will be the norm and not something we have to strive for!
I currently teach high school and UDL is very important even at that level. In my teaching now, I am sure to provide for the multiple styles of learning for all of my students. This is sometihng I will do in my Early Childhood Teaching as well. UDL states that options for perception, complehension, physical action, language and symbols, etc. should be prrovided in teaching. I feel that it is incredibly important to provide all of these. In many classrooms I have worked in, physical needs are prevelant. With UDL teachers should ensure that students with these needs are accounted for in lessons. USe of different physical actions throughout lessons is beneficial for all students, not only those with physical needs.
Shannon I am sure that the use of multi-sensory techniques and a variety of physical interactions with the curriculum are very beneficial at the high school level. What is so significant to me about UDL is that it engages students and keeps them from being bored. I cannot imagine a classroom that everyday just came in sat down and read text straight from a book, students would check out the minute they walked in the door. I know that I could never learn like that.
Christina
Hi Shannon,
It’s great to hear about the use of UDL at the secondary level. Some of the technology adaptations made me think more of older children (and adults) than it did early childhood. I believe that part of the reasoning for me is that the students with special needs that I have do not have extreme physical limitations like I pictured with some of the examples of providing multiple means of action and expression. I feel like we should be using many of the concepts of UDL in lesson planning, even if we have not called it UDL before. It is important to meet children where they are and help them move forward. Having students take responsibility for their learning gives them additional ownership.
UDL should be a constant part of the curriculum and instruction. When preparing a lesson, all students should be planned for. UDL should be part of that plan, not an afterthought when the lesson isn’t quite working or going right for all of the students. Going into the lesson prepared with multiple ways of presenting the information, engaging the students in the lesson, and showing understanding of the materials helps to insure a successful lesson plan.
Knowing the students and their strengths and needs goes a long way towards supporting UDL. When you know that a student has a visual impairment, you can customize the display of information to better meet the needs of the student. While in some instances accommodations or modifications may be more suited to one particular student, UDL is for the benefit of all students. I plan to make UDL a habit in my classroom because everyone- not just students with a disability learn in different ways at different rates. One method does not fit everyone. With UDL you know when the student really does not understand something or needs more time on one area because of the material- you eliminate the other variables that may be the cause (e.g. presentation if materials, assessment). This eliminates a lot of confusion and frustration for the teacher and student!
I think that UDL is very important to encourporate into any classroom. I completely agree that with you in that all students and their needs should be planned for ahead of time. I have seen so many instances in which teachers realize too late that they are not meeting the needs of all students in a given lesson. We need to see their styles of learning and interests ahead of time and make sure that is used in all of our lessons.
You are so correct when you said that knowing your students makes a huge difference. The first time I ever worked in a sever and profound classroom was in the summer time, I had never meet the kids before but the other therapist had given me a rundown of abilities and I felt very prepared. I created a lesson that I thought would meet the needs of every child and still be fun and engaging. Well when I arrived at the school I learned that some of the students needs augmentative devices programmed, one had seizures set off by specific smells (and of course I had brought things to smell) and another student was 85% blind and needed actual objects for representations not models or pictures. I thought that I was prepared and able to incorporate my knowledge about UDL into my lesson plan, but without truly knowing these students I was miserably un-successful.
Hi Hillary,
Your comment about UDL being part of the plan is interesting to me. As I was reading through the information for this week, I felt like I have been using concepts of UDL during my lesson planning and teaching. You also hit a key point. It is important to know students’ strengths and needs. To create a lesson where everyone can be successful, it is important to know how different students are learning and what methods of learning and sharing that knowledge they can be successful at. Quite a bit of our reading seemed to focus on the role technology can play in UDL. Technology is helpful. Much of the use for technology that I read about seems more appropriate for older children. This could be because I have not yet had a child in my classroom who has needs that necessitate the use of assistive technology like that which was mentioned. I believe early childhood does a good job allowing children to learn and explore using a variety of methods and materials.
I don’t think planning for students should happen any other way other than using UDL and meeting the needs of all students. We all know that all students learn differently and therefore we need to make sure that we are teaching in a way that all students have a chance to learn and do their very best. I also think that teaching the same lesson in many different ways or by incoporating different strategies is great for all the students not just ELL or sped kiddos.
Currently, I teach preschool and UDL is encouraged in the program. UDL can be applied to EC/ECSE classroom/instruction in a few ways. Multisensory teaching benefits all students as well as provides a design that is easy to understand. For example, raised letters/numbers, symbols, and various tactile materials. Also, for the computers, mice can be bought that is smaller and has one larger clicker instead of two smaller, separate ones. This type of mouse fits better in the hands of a preschooler. The tools used in the sensory table or play dough area are a combination of smaller and larger sizes to accommodate all students of various abilities and motor skills. Principle seven addresses the environmental set up of the classroom. It is important to display posters, materials, etc at a child’s eye level so it can be accessed at various times throughout the day. Tables and chairs should be at appropriate heights in order to facilitate reaching and manipulation for multiple students. Instructionally, the presentation and demonstration of learning or expression should be flexible. For example, presentation can be done through visuals, simple vocabulary, and minimal steps. Students can demonstrate their learning in various ways as well. In my class, there are a few students who do not speak but we have implemented signing 1-2 words and/or using the PECS system. Both strategies have been working well with the students.
Hey Alyssa,
Thanks for sharing all those great suggestions for incorporating UDL. One thing I took away from your suggestions is that these things can be planned for ahead of time and then constantly made available. If you take the time to really plan for UDL in your classroom, you save time in the future because these accommodations are already in place.
I agree with both of your. Planning ahead is very important. If you are prepared and you plan for different learning styles, then lessons will run more smoothly and students will gain much more.
Hi Alyssa, Great points about not only having your lesson plans fit the students but the equipment as well. I have been sooooo frustrated with the whole mouse thing (multiple buttons) most of these little three year olds just are not getting the difference between the buttons. I am going to check into the one button mouse, wow, that will be a giant frustration saver for all of us!
Thanks, Denise H.
Hi Denise,
I got them on Amazon.com.
Alyssa
Alyssa,
I am really drawn to the point that you made about “student’s demonstrating their learning in various ways”. I often think in everyday teaching that we forget that all children learn and respond in different ways. We have to look at meeting the needs of all learners, not what is most convient or easiest for collecting data. What the UDL website and powerpoint made me really think about is how I can continually represent information to my students through a variety of materials. I often forget that I have objects in my classroom that may be beneficial. I need to learn to utilize everything and get it out so that I see it and use it! What strategies have been useful to you when using PECS? I am new to this system and am struggling to feel comfortable and make it work effectively for myself, my students and my paraprofessionals?
Currently, I teach preschool and UDL is encouraged in the program. UDL can be applied to EC/ECSE classroom/instruction in a few ways. Multisensory teaching benefits all students as well as provides a design that is easy to understand. For example, raised letters/numbers, symbols, and various tactile materials. Also, for the computers, mice can be bought that are smaller and has one larger clicker instead of two smaller, separate ones. This type of mouse fits better in the hands of a preschooler. The tools used in the sensory table or play dough area are a combination of smaller and larger sizes to accommodate all students of various abilities and motor skills. Principle seven addresses the environmental set up of the classroom. It is important to display posters, materials, etc at a child’s eye level so it can be accessed at various times throughout the day. Tables and chairs should be at appropriate heights in order to facilitate reaching and manipulation for multiple students. Instructionally, the presentation and demonstration of learning or expression should be flexible. For example, presentation can be done through visuals, simple vocabulary, and minimal steps. Students can demonstrate their learning in various ways as well. In my class, there are a few students who do not speak but we have implemented signing 1-2 words and/or using the PECS system. Both strategies have been working well with the students.
How can UDL be applied to EC/ECSE curriculum and/or instruction?
According to https://udlguidelines.wordpress.com/iv-share-your-thoughts-with-us/, the UDL guidelines are used to assist those who develop and use curriculum to be able to reduce the barriers to learning and provide a learning that meets the needs of all students and learners. UDL also helps educators to evaluate the curriculum goals, materials, assessments, etc. Therefore using UDL in an ECSE classroom would only provide more opportunities for all the children to get a chance to learn and succeed at their ability. For example when teaching a early childhood special education class a teacher might use visual pictures for all activities such as centers, the schedule of the day, etc. An ECSE teacher might also use actual objects to represent an activity, center or even when reading a book to help support the students who need more visual representation. I believe that UDL has a place in every classroom. Each student is unique and may need something a little different to help support their learning needs.
How can UDL be applied to your own classroom or teaching?
UDL can be applied multiple ways in my classroom. I teach a very diverse group of kiddos from sped to CPP to ELL. Making all lessons meaningful and appropriate for each age group is challenging and I think that’s were UDL plays a huge part. When teaching lessons I try to use pictures/objects, songs, written language and movement as much as possible during my circle time to try and meet the needs of all my students. I have everything in my classroom labeled with pictures as well as English and Spanish.
Each week when I introduce a new letter or sound I use multiple strategies to teach the letter or sound. I have them say it many times, use signs or actions as well as songs. When I have the children practice writing we use sand, handwriting without tears, shaving cream, crayons and paper, white boards, etc. This way all the children get to learn the same lesson in multiple ways and they get constant review that meets the needs of all the students somehow or another.
I think it is great that you provide for all learning styles. Having print in both English and Spanish is very beneficial. I work with a lot of students with Spanish Speaking backgrounds. This is very helpful for those students, and I think that other students take from it as well. It even helps English speakers learn some ideas and common words in another language. Great thought!!!
Business training can most definitely benefit from these guidelines. The place that I currently work does not have a set regimen of how to develop lessons and train individuals that come into the department. The training is all on the job and the people that do the training admit that they do not have the patience to be a trainer. Only one style is used to teach the trainees. The lack of multiple representations, media, and methods limit learners and force them to alter their learning style. Something needs to change.
The guidelines caused me to reflect on the curricula for my class and the ways I can implement a variety of instructional methods that will increase student learning. Most appealing to me were the guidelines for principle #3. With so many technological distractions available, attaining and sustaining student interest in academic information can be a challenge. The guidelines suggested are practical and “doable” for me in my classroom. There are some things that I am already doing, but did not necessarily understand the value, until I read this information.
I can certainly agree that making the curriculum more diverse is a good thing. I think it would be highly effective if the instructors modeled what they would like to see come of this. Most teachers are very used to the written word as a communication tool and students should be provided many opportunities to interact with the written text. However, I think more examples of the differentiation would help us to get the picture more clearly.
I believe that utilizing the UDL in the classroom is preschool at its best, providing opportunities for every child to learn at all abilities. In the classroom, we provide many different strategies to assist our children. Visually, we provide pictures at all centers, all activities and individual booklets or schedule for students who benefit from added support. Choices are often made using these visual supports or actual objects that represent the activities or centers. We provide material from the home setting to accommodate students who have difficulty transitioning from activity to activity. For example, two students trade their toy from home in with toys from school as they transition to centers. Transitions were very difficult for both, now they trade worksheets, carpet squares and crayons as they change activities. It worked not only for them, but for the entire classroom. What is great about UDL, it encompasses all students. What helps one, certainly will help all children. As we create our preschool environment, UDL provides every child with learning opportunities and settings that help children build skills in a variety of ways that are natural to every student.
Love the idea of trading a home object for a center one to aid transitions- thanks, Lori!
The guidelines help me make appropriate choices in my classroom because they remind me to find a variety of ways to present material. I feel one of the most important guidelines is finding different ways that children can respond or contribute. If children are limited in the ways they interact with their teacher and each other than they are being limited in their expression. In principal II it’s important that children with different needs can express themselves by using several different options. In my classroom I have several students who are second language learners. I think UDL is especially important when you have a diverse group of students who use many forms of communication. It’s important to my students that I allow them to respond in a variety of ways so they can effectively communicate with me and their peers.
Section I.1 Representation-provide options for perceptions. I have a student who has difficulty with his letters and sounds. He was having a hard time focusing on the board when we sang our ABC chant and so I made small ABC chant cards about 5×8 for each student to hold. He is able to see and focus on the card better as well as all of the members of the class. This change in perception has actually helped many of my students increase their letter ID and letter sound knowledge. The funny things was that the main reason I made cards for the entire class was because I didn’t want him to feel singled out nor the other students to feel left out. By including all students in the change, more students have benefited from this idea.
Section II.4 Expression-provide options for physical action. I have a activity that I do during my opening circle calendar time. When we find out what the date is, we then stand up and do something for the number of the date. The helper gets to choose an action such as hop, jump, clap, etc. I have a student with CP and sometimes he needs assistance with the activity. Sometimes other students offer to help him, sometimes a teacher assists him, and sometime he is able to perform the activity independently. My students who need to have movement time, get a break from sitting and they are all learning one-to-one counting through the movement.
Section III.9 Engagement-provide options for self-regulation. I have worked very hard to teach my student self-regulation of emotions. We utilize the tucker turtle program from the CSEFEL web site as well as the problem solving kit. We started the year with modeling routines and establishing a cohesive environment. We have slowly worked up to using self regulation kits that each student has in their cubby. They have a tucker turtle and a mad wheel that has 6 positive options that the student could do if/when they are angry/frustrated. We started with a large group of options and the students all picked the 6 options that they felt would work for them. When they are frustrated or angry they can use their mad wheel to help themselves make a positive choice.
I feel like UDL could easily be applied to EC/ECSE and in fact should be applied to all EC/ECSE classrooms to foster engagement and learning. After learning more information about UDL from the website I learned that I actually used many of the UDL strategies in my classroom. In my classroom I let the children make choices about what we do. We also provide many different materials in the classroom and during activities so children can use what works best for them. Things and areas in the classroom are labeled in English and Spanish as well as with a picture. Last we use auditory as well as visual learning in our classroom and often include movement for kinesthetic learners. I love how UDL as a flexible approach which accounts for children’s individual learning differences.
We also have similar activities allowing children to make choices and make accomodations that include home languages as well as sign language and body expressions to support children’s understanding of meaning. Most children can add to their expressive language with their body language. Those who are unable see, are provided with auditory cues and touches.
Utilizing UDL in the classroom creates multiple opportunities for ALL children of ALL learning abilities to learn. In my classroom, I have children 12 months-2 1/2 years of age, so we utilize a lot of different teaching strategies, including the use of visual, auditory, and object learning opportunities. We embed these opportunities into all of our activities and group times. One of the new things we have created this year is an object schedule, that we have added in addition to our picture schedule and the written schedule. We created an object schedule for one of our students who has a vision impairment. This helped him become more accustomed to our daily schedule, and I believe helped him become more comfortable in the classroom, as well as exposed him and familiarized him with common objects that he comes in contact with daily. The other children also have been able to use the objects as transition items (for example, bringing a diaper to the changing table to transition from play). What I like about UDL is that it is meant to encompass all of the students in a classroom and their learning experiences and can produce some surprising positive outcomes as well. It is amazing what children are able to pick up and learn when presented with multiple opportunities in which to learn skills. UDL provides opportunities to practice skills in a variety of different ways.
I love UDL because to me it is absolutely universal (hence the name). Adaptations and accommodations are usually limited to a specific child or small group of children, but UDL is set up in a way that all children have the potential to benefit.
In my preschool classroom I incorporate different visual and auditory cues for new vocabulary or concepts. We use pictures, signs, written words, and sometimes toys or other manipulatives when introducing a new word. For certain words I also included the Spanish word which was the most difficult. I can sign fairly well, but I can’t roll my /R/s and do not always make the right sounds for the Spanish word I am trying to say. There are times where the Spanish speaking kids will laugh at my attempt and teach me the word. Sometimes I get it correct and sometimes I am still off, but we try it and that is something I think the kids need to see, the teacher not being perfect.
When introducing a new letter/letter sound we use sign, oral language, songs, tactile writing with sand or other options, the sticks from Handwriting Without Tears, chalk, magnetics, Leapfrog, and others. It gives the children different physical, verbal, and oral cues to remember the word or sound and their brains can latch onto the one that works for them.
UDL is fairly fundamental when designing the classroom for preschool. When I teach a unit on pets I need to have multiple options for children to explore and learn about pets. Perhaps I put pet stuffed animals in the houses (the dramatic play area and dollhouse), create a box for pet play with props and labels (food dish, leash, pet bead and labels of pet, owner, vet), there are multiple books on pets, pet words on cards for the kids to try writing, pictures of pets, cards on how to care for pets, and many other ideas. I also have the kids bring in pictures of their pets if they have one or find a picture of a pet they might like to have. They can draw their pet and what their pet likes to do.
One word comes up quite a bit when reading about and discussing UDL and that is options. Creating, exploring, and using options is something teachers can and should strive for. However, I must say that some of the best options will come from observing and listening to your students. They can expand the options into areas an adult brain doesn’t think about. I think the hardest part of implementing UDL is the teacher expanding on their base and coming up with the ideas.
In many ways, UDL provides a level playing field for all students, as long as the teacher understands it and agrees with the principles. After all, so much of a child’s success depends on the educational staff, their commitment and knowledge, and willingness to try strategies that are proven to work. School districts need to be educated in UDL, especially the established teachers. Ususally, they are the ones that are unknowingly already applying the UDL principles and networks, they just don’t know the current term perhaps. Experienced teachers, ones that have passion and success, have a full tool box of strategies, methods, motivations, organization, and differentiated modes to address all students they encounter. Great instructors know that students express their learning in many different ways, and that teachers need to be able to accept different acceptable paths. I think that mentors could play an extremely valuable role to bring teachers up to speed with this method. I know that I will welcome suggestions, strategies, and practical ideas into my classroom.
Kathy –
What an interesting way to look at UDL, I had not thought of that – but the more I think about it the more I agree with you – it levels the field so that all children have the opportunity to learn and grow to their full potential!
I like the idea of UDL because it is a positive effort toward taking into account the diversity of learners in classrooms at all levels, and the need to meet them where they are in order to create an authentic, valuable learning experience that will develop lifelong learners, not just individuals who can successfully accumulate knowledge or regurgitate information. This is in contrast to traditional education, so I am pleased there is recognition of the importance of an approach that makes much more sense intuitively. If the goal of learning is to apply knowledge gained in some meaningful way, students must first truly comprehend what is being taught and see personal value in it in order to do so. Since UDL is more focused on the real interests and learning styles of students, it is possible to see how this may motivate them to take responsibility for their own learning now and in the future.
I believe UDL can easily be applied to an early childhood curriculum, in particular in a low tech manner, which would usually be the case in an EC/ECSE classroom environment. As we’ve learned, technology does not in itself imply that UDL is being applied successfully, while low tech ways of creating a UDL environment may be very effective. Things such as engaging choice centers that focus on student interests, colorful and vivid visuals, books and materials that are multicultural or multilinguistic in nature, movement and tactile experiences/activities to engage learners, etc., are easily implemented in early childhood classrooms. Assistive technology and computers with age appropriate software and touch screens or mice, etc., may also be used to address varied learner needs.
The most obvious challenge with UDL that I see may be the need to design the environment before the children are introduced into it. This takes such careful pre-planning and organization to be done correctly, in particular to meet all three basic principles (representation, expression, and engagement) effectively. I imagine there might be some need to remain flexible and continue to make adaptations after the plan is in place, though since that is contradictory to the basic idea of UDL, I’m unclear how that issue should be resolved.
Shannon you are right about environment. It is very hard to implement UDL if you have not set up the right environment. I find in my classroom pre-planning is a must especially when giving choices. The choices need to be though out so no matter what choice the child makes it will still foster learning. Also it takes a lot of time to get all of the different materials ready so each student can learn in the way that is best for them.
I like the idea of UDL because it is a positive effort toward taking into account the diversity of learners in classrooms at all levels, and the need to meet them where they are in order to create an authentic, valuable learning experience that will develop lifelong learners, not just individuals who can successfully accumulate knowledge or regurgitate information. This is in contrast to traditional education, so I am pleased there is recognition of the importance of an approach that makes much more sense intuitively. If the goal of learning is to apply knowledge gained in some meaningful way, students must first truly comprehend what is being taught and see personal value in it in order to do so. Since UDL is more focused on the real interests and learning styles of students, it is possible to see how this may motivate them to take responsibility for their own learning now and in the future.
I believe UDL can easily be applied to an early childhood curriculum, in particular in a low tech manner, which would usually be the case in an EC/ECSE classroom environment. As we’ve learned, technology does not in itself imply that UDL is being applied successfully, while low tech ways of creating a UDL environment may be very effective. Things such as engaging choice centers that focus on student interests, colorful and vivid visuals, books and materials that are multicultural or multilinguistic in nature, movement and tactile experiences/activities to engage learners, etc., are easily implemented in early childhood classrooms. Assistive technology and computers with age appropriate software and touch screens or mice, etc., may also be used to address varied learner needs.
The most obvious challenge with UDL that I see may be the need to design the environment before the children are introduced into it. This takes such careful pre-planning and organization to be done correctly, in particular to meet all three basic principles (representation, expression, and engagement) effectively. I imagine there might be some need to remain flexible and continue to make adaptations after the plan is in place, though since that is contradictory to the basic idea of UDL, I’m unclear how that issue should be resolved.
At the preschool level we are pretty good about implementing some of the UDL principles already, especially those low tech in nature that have already been mentioned here quite a bit. The challenge seems to be using more high tech means of addressing preschool student needs. A computer center with educational software is the most obvious and basic way for me to support student learning at this level with technology. Of course some students may also have AT, but using other high tech ways of helping ALL learners is the question I have- are there ideas for this that would be appropriate and effective?
In our program we have had children who used augmentative communication devices to talk and interact with others. Some toys can be adapted so that children with physical impairments might be able to activate the toy. The toy would need to perform some action. For instance a toy dog that would bark. The toy could be adapted by the use of a battery interrupter. It would run from the batteries to a switch that could be activated by the child.
I have a coordinator that oversees 6 or so preschools in the district. Her belief is that preschool age children should not have much time at all in front of a computer, especially those children with SL IEPs. I do understand her thoughts on this, as children need to interact with other children. They need conversations, back and forth, learning how to speak their needs, compromise, and cooperate. However, with so much technology available, and with the way that the world is using it, it seems to be a necessity. Maybe a bit later for some students, because they need the social skills more than the technology at this point. However, again, some of the technology and programs are so tempting! I have one three year old student with CP, and she is a whiz on the iPad. Her fine motor skills have definitely improved as a direct result of her iPad. Her mother sends it once a week for her to use in class. In a twist, though, she prefers to play with other students and the sensory table every time, instead of her iPad. I guess it’s all about what is available to students at school vs. home.
When at my FL university, I participated in a series of workshops where we took everyday household and classroom items and adapted them for use by children with CP. We made things like laminated placemats with lessons or maps on them. We used a large (big mac) switch to power a rideable electric car rather than the foot switch. You would have loved to see the joy of the child who tested it. Sometimes money is not the answer…sometimes it creativity and ingenuity.
In our program I could see using many of the aspects of the UDL-as I commented on our discussion board -so many of the parts of UDl are applicable. I especially like how it breaks components down and gives examples.
Are any of the guidelines more important to you than the others? Why?
How can UDL be applied to EC/ECSE curriculum and/or instruction?
How can UDL be applied to your own classroom or teaching? I believe that each of the guidelines are equally important. It would be difficult to create an effective learning situation for students without considering the different ways content is comprehended, how students connect with the content, ways to allow students to express what they know, and the best way for individual students to engage in their learning environment. The guidelines all seem to tie into each other and are related. I believe UDL is very important to consider in the early childhood/ early childhood special education classroom. Preschool aged students, like all other students, come to the classroom with many different skills, experiences, strengths, and weaknesses. It is important to learn each students situation in order to effectively use the guidelines to create learning situations that will meet the needs of individual students. In my classroom, I have students who come to school with many pre academic skills that their parents have worked with them on. Other students come to school without ever holding a crayon or having a book read to them. I also have many students with disabilities that have completely different needs. I like to observe, talk with, and get to know the needs of all of my students in order to create learning experiences that will meet their individual needs. With the UDL guidelines, I believe this will help me in creating a better and more effective learning experience and curriculum for my students.
The use of best practices in EC/ECSE supports the UDL guidelines. Learning opportunities are available for the children using, visuals, auditory impute, through music and movement and hands on activities. What maybe missing in some classrooms is individualizing during small group activities . Materials and activates tend to be presented as one activity fits all.
In my own work as an itinerant early childhood special educator I plan to do more observation of the children I work with to determine what is the best method of presenting information they are expected to earn. And determine how the children can show what they have learned.
Hi Andrea,
I guess I see it like this: if UDL is successfully implemented in the classroom, the principles should be in place to meet diverse needs during every activity presented in that environment. Such that if students are gathered for small or large group time, there will be use of visuals, tactile and movement opportunities, auditory input, and perhaps even some assistive tech, if needed. For example, the teacher may use a mic during group time for voice amplification, which is needed by a hard of hearing student, but it may be helpful for many other learners, as well.
Thanks,
Shannon
Andrea-
How insightful about the small groups; I have found that this year – that has been my struggle. To individualize my small groups, because I do not ability group, so it is super important to plan for all abilities in my groups (and all the time)!
I think that these principles are very important; not only do we have a wide range ao abilities but also ages. I know in my classroom I have children that are 2.8 all the way up to six years old. The way that I appraoch my lessons is to have varying ways to represent what I am teaching, I try to provide varying ways for my students to respond, such as providing choices, pictures, etc., and of course we have to be like a magician – having many different tricks up of sleeve – so that all the chidlren can understand and grasp what we are teaching. I think that this website provides a valuable resources to not only teachers, but hopefully administrators who are making the decisions that impact our classrooms.
What a wide range of ages you teach. Do all the children have the same disability
How would you use the gulidlines of UDL to adapt a lesson for a child who is 2.8 and one that is six who may or may not have the same disability?
Hi Melanie!
I have a range (not quite as broad as yours) in my classroom as well (12 months to 2 1/2 years). We also use a variety of teaching strategies so that we can reach each and every one of our children without catering directly to one, individual learning style. I believe this creates more opportunities for children to learn and practice skills than if a Universal Design for Learning was not being used. For example, instead of children learning a word solely by hearing it spoken, children are given the opportunity to learn by hearing the word, seeing the word, seeing a picture/object, and given a sign to pair along with it. Then, children are provided with opportunities to say the word, sign the word, point to a picture, make a choice picking an object, etc.
The UDL guidelines are just excellent. I wish all teachers have an opportunity to give this a read. The first paragraph expresses what education should be so beautifully. Very inspiring. I enlarged it and pinned it up in our faculty area.
“The goal of education in the 21st century is not simply the mastery of knowledge. It is the mastery of learning. Education should turn novice learners into expert learners– individuals who know how to learn, who want to learn, and who, in their highly individual ways, are well prepared for a lifetime of learning.”
Thank you for this!
I agree! I’ll be putting this up too, and advocating for it in the teacher handbook, district paperwork, and parent handbooks. It should be reassuring to parents, and inspiring to teachers, and a requirement of administration.
Thanks for the great skating tricks!
Here is what I came with after reading about UDL and reading the responses of most of the participants.
UDL is necessary to implement in a class where there is multiple diversities. I agree with Howard Garner theory (1983), that there are nine (9) ‘multiple intelligence’ styles in which we learn. Marc Gold (1974) presented in institutions and sheltered workshops internationally in his theory of ” Try Another Way”, that individuals who are challenged can learn, if you try another was of teaching the skills. My grandfather was a ‘one room’ teacher and principal teaching multiple learning in a “Little House on the Prairie” setting in which all students were accommodated in one global learning environment. Even though, I am a mature adult student, I did not come up under a curriculum in which my grandfather taught or the ‘Little House on the Prairie’ curriculum, (I am not that old, yet), I did experience learning under a curriculum in Mississippi School called, CBOK, (Common Body of Knowledge), a curriculum developed and supplanted on the Memphis school curriculum which was needed because our achievement in Mississippi was extremely below national average in the 1980. Until we elected the youngest governor in the nation, (36 years old, Ray Maybus) to present a plan to correct this problem we knew that there was hope. His plan was in congruent with the state board of curriculum to implement the ‘straight jacket’ curriculum in which the entire state school district had to teach the ‘basic’ (reading, writing, arithmetic and other basic facts). Goals and Objectives were basic and not much ‘wiggler room’ for creativity and ‘exploratory’ because it was felt that we had missed ‘the basics’. Mississippians were not ready for the abrupt CHANGE, but after one term in services, Governor Ray Maybus concept lives on with added changes of considering the diverse learner.
UDL will work because there is an opportunity to include diverse learning styles, strategies, monitoring and evaluation of all learners at their own unique levels. (We do have more diversities,now, and probably will in the future.) I know that when I start teaching in public education, I would have foundational knowledge of successful implementation of teaching for the ‘new breed’. I have only four (4) years of teaching experience using the Abekka Curriculum with Christian Children who had less diverse learning styles. I look for to the preparation and challenge.
Here is what I came with after reading about UDL and reading the responses of most of the participants.
UDL is necessary to implement in a class where there is multiple diversities. I agree with Howard Garner theory (1983), that there are nine (9) ‘multiple intelligence’ styles in which we learn. Marc Gold (1974) presented in institutions and sheltered workshops internationally in his theory of ” Try Another Way”, that individuals who are challenged can learn, if you try another was of teaching the skills. My grandfather was a ‘one room’ teacher and principal teaching multiple learning in a “Little House on the Prairie” setting in which all students were accommodated in one global learning environment. Even though, I am a mature adult student, I did not come up under a curriculum in which my grandfather taught or the ‘Little House on the Prairie’ curriculum, (I am not that old, yet), I did experience learning under a curriculum in Mississippi School called, CBOK, (Common Body of Knowledge), a curriculum developed and supplanted on the Memphis school curriculum which was needed because our achievement in Mississippi was extremely below national average in the 1980. Until we elected the youngest governor in the nation, (36 years old, Ray Maybus) to present a plan to correct this problem we knew that there was hope. His plan was in congruent with the state board of curriculum to implement the ‘straight jacket’ curriculum in which the entire state school district had to teach the ‘basic’ (reading, writing, arithmetic and other basic facts). Goals and Objectives were basic and not much ‘wiggler room’ for creativity and ‘exploratory’ because it was felt that we had missed ‘the basics’. Mississippians were not ready for the abrupt CHANGE, but after one term in services, Governor Ray Maybus concept lives on with added changes of considering the diverse learner.
UDL will work because there is an opportunity to include diverse learning styles, strategies, monitoring and evaluation of all learners at their own unique levels. (We do have more diversities,now, and probably will in the future.) I know that when I start teaching in public education, I would have foundational knowledge of successful implementation of teaching for the ‘new breed’. I have only four (4) years of teaching experience using the Abekka Curriculum with Christian Children who had less diverse learning styles. I look for to the preparation and challenge.
Here is what I came with after reading about UDL and reading the responses of most of the participants.
UDL is necessary to implement in a class where there is multiple diversities. I agree with Howard Garner theory (1983), that there are nine (9) ‘multiple intelligence’ styles in which we learn. Marc Gold (1974) presented in institutions and sheltered workshops internationally in his theory of ” Try Another Way”, that individuals who are challenged can learn, if you try another was of teaching the skills. My grandfather was a ‘one room’ teacher and principal teaching multiple learning in a “Little House on the Prairie” setting in which all students were accommodated in one global learning environment. Even though, I am a mature adult student, I did not come up under a curriculum in which my grandfather taught or the ‘Little House on the Prairie’ curriculum, (I am not that old, yet), I did experience learning under a curriculum in Mississippi School called, CBOK, (Common Body of Knowledge), a curriculum developed and supplanted on the Memphis school curriculum which was needed because our achievement in Mississippi was extremely below national average in the 1980. Until we elected the youngest governor in the nation, (36 years old, Ray Maybus) to present a plan to correct this problem we knew that there was hope. His plan was in congruent with the state board of curriculum to implement the ‘straight jacket’ curriculum in which the entire state school district had to teach the ‘basic’ (reading, writing, arithmetic and other basic facts). Goals and Objectives were basic and not much ‘wiggler room’ for creativity and ‘exploratory’ because it was felt that we had missed ‘the basics’. Mississippians were not ready for the abrupt CHANGE, but after one term in services, Governor Ray Maybus concept lives on with added changes of considering the diverse learner.
UDL will work because there is an opportunity to include diverse learning styles, strategies, monitoring and evaluation of all learners at their own unique levels. (We do have more diversities,now, and probably will in the future.) I know that when I start teaching in public education, I would have foundational knowledge of successful implementation of teaching for the ‘new breed’. I have only four (4) years of teaching experience using the Abekka Curriculum with Christian Children who had less diverse learning styles. I look for to the preparation and challenge.
One of the guidelines that really caught my eye is guideline eight (“Provide options for sustaining effort and persistence”). I am a para right now in a resource room at an elementary school, and keeping students energized and willing to try has been a challenge for me at times. I notice that I use options that increase mastery oriented feedback, as affiliated with guideline eight (https://udlguidelines.wordpress.com/principle-iii/guideline-8-provide-options-for-sustaining-effort-and-persistence/). One of the examples provided suggests that educators provide feedback that is “substantive and informative,” as opposed to “comparative or competitive.” It seems to me that when I provide students with genuine feedback that highlights what they did well, and what they can improve upon, they are more willing to listen. I think this can be true for younger children as well.
Couldn’t agree with you more– “substantive and informative” feedback. Makes a huge difference when teachers genuinely care.
Karin, keeping students energized and on task is a challenge. When children feel like they are doing a good job they are more likely to be interested and stay engaged for a longer period. I find that in my classroom of preschoolers it also works to praise others for good work. For example I have a boy who does not like to come to circle but if I start telling all of the other children “you are a boy who knows what to do a circle time” the child who was not wanting to come before over usually does. I immediately praise him and it seems to be working well.
I agree that it is important to pass on the UDL guidelines we use in our preschool classroom. It will help create a smooth transition for our preschool students continuing to kindergarten. It will also be great information for the kindergarten teachers to implement with all of their students. When preschool and kindergarten teachers communicate about transitions they should make sure to discuss the UDL guidelines and what has been successful with the preschool students to help ensure their success in kindergarten.
Hi Rachel,
I also think it’s important for early childhood instructors to share what has worked best for their students with kindergarten staff at their schools, with regard to UDL. But to really do so effectively, it seems like training sessions with staff from both levels might be important, as well as the opportunity for kindergarten staff to actually observe in the preschool classrooms. Gaining a firthand view of something in practice is probably going to be most useful (next to using it yourself), rather than just hearing about it.
Although I agree with some of the previous posts that UDL is utilized on a daily basis within many EC/ECSE classrooms, it is important for it to continue into the elementary grades as well. I believe it is crucial for early childhood teachers to pay close attention to all interventions we use (sometimes we do things without even realizing we are doing it because it is so easy to embed it into the PK curriculum) and pass these interventions on to the elementary teachers. By using the UDL Guidelines we can do this very easily and primary teachers do not have to feel like they are recreating the wheel.
As far as my own classroom, I would like to incorporate more in the area of technology especially for second language learners. This site will assist me in researching what is available and relevant to the needs of my classroom.
Linda,
That’s a very good point. I completely agree with you that we often are doing things automatically to accommodate children, and forget to let future teachers know all of the things that worked. The checklist would be a good reminder- even a way to record what you are doing in numerous areas and pass that on with the student.
Early Childhood Special Educators use Universal Design for Learning Guidelines throughout the preschool day. At our district we have special education, Colorado Preschool Program, and tuition students. The students range in age from 2 1/2 to 6 years old. There is several opportunities for them to have different means of representation, expression, and engagement. The differentiation is vital for the student involved in the preschool program because they are all at different stages of development. UDL and Creative Curriculum support each other because they identify the individual child and where they are at as a learner. Students have their unique interests, needs and wants. We use UDL with our strategies, interventions, accommodations and modifications for students.
Rachel,
I like how you pointed out that UDL and creative curriculum support each other to identify the individual learner. I think that’s an important point to make, because sometimes, even though something makes sense and is the right thing to do, like UDL, some might feel like it’s one more thing to add to the long list of things that need to be done. Instead we should be able to see it an asset to our curriculum and the children that we teach.
I think the UDL guidelines will be very helpful to me as a teacher. Working as part of a team of professionals, we put our heads together and try to plan for activities that will consider the needs of all learners. I like that UDL suggests taking the best practices of early childhood education and planning activities so that all children will be successful in their learning. The number of children with disabilities and English-language learners seems to be growing in our program, creating even more of a need for flexibility to accomodate learner differences.
I can apply UDL in my own classroom in many ways. To help all children participate successfully in group activities I can: provide cube chairs for children who have difficulty sitting on the floor; use visual cues along with verbal cues; and use props to engage children in music and stories. I can vary the expectations for participation and performance. For example, some children may respond by pointing, others may express single words, and some may use complete sentences. I can present information in a variety of ways, including verbal, print, gestures, and concrete objects. I can offer language models for children to imitate. Something very important I have learned this year is to provide extra time for certain children to process information when I ask them a question. I always look forward to learning more about how I can best meet the children right where they’re at!
Hi Julie,
Our program is also seeing a growing number of children with severe special needs, and the UDL checklist is a great tool for us to be able to make sure that the teaching that occur in the classroom is individualized as well as geared towards the group. I also like the fact that the check list makes it possible for all team member to participate and put in their thoughts and comments. This way everyone on the team has the same checklist and can implement different strategies when working with the child.
Julie,
Your ideas of how to apply UDL in your classroom are right on and great examples. As early childhood educators and usually a child and family’s first school experience we need to be aware of each individual child and how they best learn. I also believe in teaching or making the child and family aware of this process so they are able to advocate for themselves in years to come.
Linda
UDL is such a wonderful concept. It makes perfect sense to provide different modes of learning and expressing what has been learned because classrooms do not have robotic students that all learn the same way. I also like how it provides all students with multiples means for learning which helps with the understanding of concepts.
Providing young children with different ways to understand concepts that are being taught is very important. Teachers must be very attentive to how their students are responding to what is being taught and if they are really understanding the concepts. Young children are just beginning their understanding of learning so it is very important the teachers are planning out UDL as well as reviewing and making changes to their plans when needed so that the students are learning through multiple means of receiving and expressing information.
Catherine
You make really good points about exposing students lots of different types of learning. I remember form my school experiences the assignments that were hands-on, creative, and visual. There are a hand full of lessons that I remember and they were all extremely motivating when you were aloud to express what you have learned through creative outlets.
Cathrine,
I like how you pointed out the importance of reviewing and changing the plans and the UDL checklist to make sure that the what we taught actually worked for the child.
Catherine,
I like how you pointed out the importance of reviewing the UDL checklist as well as making changes to it. Just filling out the checklist won’t be enough if what we planned did not work for that child. Being flexible and making sure to review and make changes to fit the needs and learning style of the child is very important.
Catherine,
Thanks for pointing out how UDL works for all children. I have always believed that everyone could benefit from an IEP of some sort or another whether a disability has been identified or not. It is best practice to look at strengths and needs of individuals and use these to develop a plan of action for learning.
Linda
Catherine,
It is important to remember that our students are young learners! It is important for us as teachers to reflect and change what is needed with our UDL in the classroom. It will create a better learning environment for the students!
Catherine,
I like how you brought out the teachers need to pay attention to how their students learn. I believe that using the UDL checklist allows for a teacher to individualize her lesson plans, without creating a lesson plan for each student.
As an Early Childhood Special Education Teacher I have noticed that a lot of the Universal Design for Learning occurs in our Preschool classrooms. I know this may not be the case in other areas. Yet I believe a lot of early childhood educators apply these principle and guidelines without even knowing it. The Universal Design for Learning is necessary for success in Early Childhood Curriculum. In areas of high populations of English Second Language Speakers; Preschool is often a child’s first exposure to English. Preschool classes are full of students who are non-verbal. Many Preschool classes are created by the state to support children with disabilities. These reasons and more present the need for Universal Design for Learning in the Early Childhood Curriculum.
I don’t see any guidelines as being more important than another. When creating lesson plans, these guidelines are a great resource to ensure that you are meeting the needs of each individual student. While this principle may not be more important than the other principles, I love the principle of “multiple means of engagement” I believe we really focus on this in Early Childhood Education, by providing choices whenever possible and creating theme units and discovery learning centers based on interests. We use interest and level of engagement to encourage participation and urge children to come out of their shell. I feel like this principle gets watered down in the upper grades.
Britney,
I agree with you that the focus on UDL seems to lessen as the grade levels increase.
I feel very lucky that my children attend a project based learning elementary school (in Fort Collins) where the lessons are frequently based on student interest, and there is an emphasis on working together as teams to complete real world projects. It is so nice to see each student bringing their own strengths and preferences to a group project, and the students learning from each other. I wish they could stay in such a school throughout their schooling!
I believe that many preschool teachers use Universal Design for Learning without even realizing it. When integrated classrooms consist of young three year-olds to five-year-olds, the teachers must come up with strategies to help children with different developmental levels understand the information, allow children options for expressing knowledge, and provide opportunities for children to sustain or regulate their own interests. A well planned activity will individualize each child’s participation level without disruptions. I believe that the key is that the teacher is open to letting the children take the lead instead of having very narrow ideas of what the end goal of the activity should be. This checklist is useful because although each of the three principles do not have to be present in every activity, teachers can refer to the items and vary their teaching to accommodate the needs of all of the children.
Thank you for your thoughts Luella. Two thoughts come to mind from your post. I am glad that your school is currently using UDL. Wouldn’t it be great if they knew about the resources here at CAST to help them with their planning?
Also, I am very glad that the UDL checklist may be helpful for planning. I think that having hyperlinks for each line helps when you run out of ideas.
This website easily made it to the Favorites list. What a great resource for lesson planning and Professional Development!
Luella,
I like how you mentioned that many preschool teachers use UDL already. I find it comforting to have a label or name to a practice that I have been using for some time. It seems to almost validate what has been done in the past by these teachers.
Having UDL guidelines and checklists to share with other teachers and administrators is a gift for preschool teachers. We can show them that there is a reason behind the practices we use and can show them how it benefits the children. I look forward to sharing this information.
Cathy
This was fun learning about UDL. As I was reading, part of me thought, “I see some teachers use this design, while others do not”. But their are many benefits to bringing it into the classroom. First, as Howard Gardner states, “everyone has differnt learning styles”. Not everyone retains information the same. One child may be able to absorb information by reading a book sitting at their desk. While others, may need to read while lying on their stomach. Secondly, by using UDL in an inclusive classroom, the teacher will have a better chance keeping all her students engaged. By teaching only one way, the teacher may only reach 10% of his/her class. By using UDL, the teacher will be able to reach 90-98% of his/her class at a time.
I can apply UDL in my own classroom by allowing children to express their knowledge in different ways. For example, some children may learn how to write the letters of their name with paper and pencil. But others may need a more sensory approach, they may need to already see their name on a board and trace their name in sand, shaving cream, or jello. For children who don’t want to jump or hop in a game, will have another chance during music and movement.
Candace
Tapping into sensory approaches in early childhood classrooms is very important. Young children are continuously exploring the world and seem to be stimulated by sensory activities. Various sensory activities are great to include in UDL planning since there will be students that respond to it.
Candace-
It’s interesting that you mention Howard Gardner; his theory of multiple intelligences (http://www.tecweb.org/styles/gardner.html)came to mind for me when reading the sites on UDL. While some may be skeptical of Gardner’s ideas, I think they are well worth considering, especially when working with younger children. I also think his different intelligences could mesh quite harmoniously with some of the concepts of UDL.
The UDL guidelines fit in with the early childhood special education curriculum that we use at our school in a way that all children are included in the classroom, but need to be taught differently. The education is individualized to fit the needs of the individual child as well as group. I like the fact that using UDL means that the plan is designed this way from the beginning. This reduces the barriers for learning as well as increases the opportunities the children have for learning throughout the day. All children learn differently and it’s important to take into account everyone’s learning style.
In my classroom we individualize the curriculum as much as we can. For example when teaching the letter Y, there are pictures of the letter, words and pictures of objects that start with the letter y. The children get to make the letter with their body, write it with chalk, crayon, marker etc, make it out of playdough, sing songs about the letter y, and look for the letter in books. We try to make the materials that we use as diverse, varied and flexible as we can. Although we have individualized the curriculum before, I was not familiar with the UDL checklist until now. I think it would be a great tool for us to use when going over our lesson plans, to make sure that we are using as many teaching strategies possible to make sense of learning for the children in our classroom.
I like the fact that UDL recognizes that diversity is the norm, not the exception in today’s classroom, and the fact that it’s important for us educators to remember that sometimes it is the curriculum that needs fixing – not the students.
Mia,
I agree that it is important to plan using UDL principles from the beginning. When teachers prepare lessons with the student’s learning differences in mind, it prevents having to try to accommodate the few children who didn’t understand and by then are most likely frustrated. Trying to catch those students up then only frustrates the ones who have to wait.
I too had not seen this checklist before. As a ECSE teacher who mostly provides indirect services by collaborating with the preschool teachers in each classroom, I feel that this checklist will be a tool I will be able to share to help support all the students and not appear as though I’m just looking out for my own.
While UDL was “born” out of architecture, it very well could have been “born” out of EC/ECSE. Just as in architecture there was a need to make buildings and other structures useable for all, regardless of ability, so to in EC/ECSE we as teachers know of the great need to provide useable instruction for all, regardless of ability. In architecture, the burden of adaptation fell upon the designer of the structure, not on the user. In EC/ECSE the burden of adaptaion must be placed upon the designer of the curriculum and not on the student.
I have heard it said that preschool is the place where children are learning how to learn. Students must also want to learn and be prepared to be learners their whole life long. These goals can be accomplished when following the CAST Universal Design guidelines by providing multiple means of representation, expression and engagement. There is no one way. Options must be built in to the curriculum.
Today we had a special day. A woman from CU came and gave a presentation on polar animals to the afternoon pre-k and kindergarten students. She began the presentation with visuals which included two of the students dressing up in a polar bear and penguin costume. Alex, an almost four year old with profound developmental delays became scared when his classmate donned the penguin costume. I had pulled the book, “Polar Bear Polar Bear What Do You Hear?” by Eric Carle before the presentation in anticpiation of something like this happening. The assistant wheeled Alex in his wheelchair to a corner of the room and read the book with him. He was comforted by the familiar activity with a familiar person and was later able to join the students and observe as they rotated from station to station learning about how blubber keeps animals warm, which fabrics keep you protected from wind and cold, different animal furs, and rocks that come from Polar Regions.
Alex was supported through the provision of multiple means of engagement of UDL. He was still particpating in the topic of polar animals by reading the book. He was comforted and able to rejoin the other students when he was ready.
Thank you Beth for sharing Alex’s story with us. You were wise to anticipate and provide multiple means of engagement for him. Well done!
To Beth,
Good point! Even though I do not know fully the answer to your question, “How do you determine the students’ interest in developing a new plan continually?” All I know from experience is that learning is a ‘lifelong’ journey. This lifelong learning must become a voluntary self-motivated lifestyle for the rest of our lives.
On the conveyor belt of learning,
Judy
I believe that children will guide the classroom towards a continuous journey that is self fulfilling. I too believe that we as preschool teachers are the doors that open childrens curiosity and love for learning. We must provide that them with a variety of learning opportunities that help teach them to love to learn.
I feel that all three principles can be applied to an early childhood special education setting. As all children learn differently, UDL allows children to be more successful if they are provided multiple means learning the information, expressing knowledge, and engaging in the learning process.
My preschool program has very young three-year-olds all the way up to children almost six years old. As a result, my class needs varying levels of activities so that children can learn how they learn best. Very young children may benefit more from playing in the sand table while older children may be appropriately challenged at the writing center. I feel that ECSE curriculum needs to be flexible and varied to meet the wide range of our children’s needs!
Liz-
That was one of the things I noticed in my third observation (in the 3-5 setting); the teacher keeps her activities fairly open ended, so as to accommodate different skill levels and needs. It seems like the trick is finding a balance between keeping things structured, yet flexible enough to make these accommodations possible. I think UDL provides some specifics which can help us with that.
I think that UDL can be a great tool to use to help teach to the individual child. Every child comes into ECE with such different backgrounds and levels of exposure.
Thank you for your thoughts Tracy. How might you see yourself using CAST’s Universal Design for Learning Guidelines – Educator Checklist in your own classroom? How could it be valuable if at all?
Dr. Sundeen,
I think as educators we are often great at differentiating at some areas, but tend to get stuck in a rut and forget just how many areas there are for us to adapt our plans. The checklist would be a great reminder to look at all possible areas, as well as a way to make sure we are meeting the needs of all learners while creating lesson plans. It would be a useful planning tool.
Tracy:
I agree, that the UDL is a great way to guide lesson plans. One question that I have is: how would you (as the teacher) convince the rest of the staff you work with, that the UDL is the best way to make creative and engaging lesson plans?
I don’t know about you, but I find myself learning about a new tool and immediately wanting to practice that tool with the preschool children I work with. But others are not so ethusiastic.
How would you build ethusiam?
I would love your ideas.
Candace
To Tracy,
Your comment to Sarah B. has been established by many past theoretical ‘giants’ that ‘one size fits all’ is so true as you stated and is NOT practical: Lev Vygotsky (1925) primary essence of his theory of 10 years study reveals that ,’child development, and education were extremely diverse’, Benjamin Bloom (1956), introduced ‘Mastery Learning’ as a method that assumes that all children can learn if the appropriate learning condiitions are made available; ‘The Little Red School House’, originally founded in 1835 in New Port, New Hampshire was also a method of teaching then, but it will be nonfunctioning now. Thanks for your comment and revelations.
Don’t forget the Basics,
Judy
Candace,
I am lucky in the sense that I work in a small school district, which means all of us on the preschool team are able to communicate often and share ideas with each other regularly. It is also a very enthusiastic team.
I would imagine, though, that if some of my team was less excited about a new tool such as this one, I might try using it for a period of time, and then sharing my good results with them. I think most educators welcome tools that will help them- we just tend to be wary with all of the many new ideas and programs we constantly encounter! 🙂
I believe that it is important to use the UDL guidelines as a resource for differentiating your instruction to meet all the needs of your students. Considering the use of different representation, expression, and engagement is not only a consideration that is needed to be made by the teacher for student with disabilities but is needed for all students. Children all learn differently and it is important to consider the child’s individual strength, needs, and interest when educating them. Using the UDL provides the framework for really considering the individual child. The UDL guidelines can be applied in the EC/ECSE curriculum by referencing different areas that need differentiation. For example with building on comprehension in the curriculum, the ULD guidelines provide examples of interventions to support the concept, like ;guiding information processing and providing background knowledge.
Melissa you make excellent points about the power and flexibility of UDL for meeting the needs of all students.
How can you see using UDL in your own classroom?
Principal I, guideline 2 is a great guideline however, depending on your teaching situation it could be very difficult to make sure you communicate to your student’s families in their primary language. I’m very lucky to have a paraprofessional that speaks spanish and English, so we get to have all of our newsletters and any information we send home translated into spansih. I couldn’t imnagine teaching without UDL. Every class is full of individuals who learn completely different than the next. Especially in ECSE preschool when 50% of your students are on IEP’s it very important to make sure you are teaching your students individually. In my classroom I have 14 out of my 32 students on IEP’s and it is clear that they have individual needs when you’re looking at their IEP goals. I have not seen one IEP with the same goal. So, in my classroom I use UDL everyday. Making sure there are multiple ways for the children to undertand the information (auditory, visually, physically) and multiple explanations to be sure they really understand what they learned. Scaffolding is also a big part of teaching, which is also seen in my classroom everyday.
Ashley,
I completely understand the need for UDL in preschool classrooms especially when it comes to having such a high number of ESS students (exceptional student services). We currently have 18 on IEP’s out of 28 students. There is no way to meet the students needs and IEP goals and objectives without using UDL. I am just amazed when I meet people that still have the old mind set and think that the student needs to conform to them and that we don’t have to figure out what the student needs.
Ashley:
I completly understand. I also work with some remarkable little ones. I can’t imagine doing the same goal or teach in the same way for every child. It is awesome that you have a para that is spanish and English speaking. How do you explain UDL to parents? What is their response?
Candace
Ashley
I like that you pointed out the challenges that language barriers con pose. It may be very difficult to connect to a family and the student if we do not speak the language. Working as a team with individuals that do speak the language is a must in creating a UDL environment.
Catherine
UDL seems like such a natural fit with inclusive early childhood education classrooms. It should be what we as teachers all strive for- differentiating all areas of the curriculum to meet the varied needs of our students.
In my own classroom, I like to use a project based learning approach based on the interests of the students. It means having to come up with new plans each year as the interests of the students change, but it also means the students are engaged and excited to learn about the things they are most interested in.
The checklist is a nice reminder of just how much differentiating we should be doing in our classrooms.
Tracy,
I like your approach to UDL in your classroom. I find it hard to base all lessons on student interest. Not because I don’t want to but because our curriculum mandates what we teach. There is a little wiggle room but the major lessons and themes are set.
I agree that it is the teachers job to differenciate lessons and use UDL to meet the needs of all students. I think that the old way of teaching was that one method fit all and if it didn’t, they were referred for special education. I think that RtI also fits into UDL. It is a formalized way to meet the needs of students before refering the student for special education services. I have seen it work and have had great sucess with it this year in the preschool setting.
Sarah,
Having a set curriculum would definitely make it more difficult to utilize student interest based units. I am grateful that is not the case at my school. However, I do think that even when students are presented with a basic theme, their questions and ideas naturally lead us to explore areas of the topic we may not have had planned.
You make a good point regarding RTI being a natural fit with UDL. With RTI being implemented in Colorado this year, the UDL checklist seems like a timely tool, looking at a variety of ways to meet the needs of an individual student.
Hi Tracy –
It’s great that you strive to differentiate the curriculum to meet the needs of all learners. How do you determine the students’ interests to develop new plans continually?
Beth
Hi Beth,
Mainly through observation and interaction. Frequently as we are exploring one unit, questions and ideas will come up that lead us to a new unit to study. There do seem to be some perpetual ones, so I always have units put together on things like dinosaurs, farms, vet clinics, grocery store, community workers. We often start the year with one of those, and then see where we go…!
Tracy,
I like how you stated that your lesson plans would have to change based on student interest. I agree that some teachers get in a rut with teaching, and use the same themes over and over again. While it may be true that three and four year olds tend to like animals, trucks, ect… student interest can change. I think it is important to get to know your families and students, instead of assuming a three year old boy has to love trucks.
Tracy,
I have tried to come up with different units each year based on the students’ interests, but I find that in many cases there is not much of an agreement outside of the units I have done previously. I wonder how much your units change or is it more the delivery and the activities that change?
For instance, I’ve done a unit on vehicles and transportation every year as it always seems that students (especially the boys) like cars, trucks, planes…do you continue to do the vehicles and just change it up a bit or are you finding that each group has vastly different interests than the ones before?
Cathy
Universal Design for Learning seems like it was created out of early childhood and best practices. It seems unnatural to teach any other way. All children learn differently and it is our job as teachers to figure out how to reach them and provide them with the materials they need to be able to respond back to us. Early childhood education and early childhood special education really involve a lot of different types of experiences. They touch visual, auditory and kinetic styles when teaching to help students learn and absorb as much as they can.
In my own classroom, we provide a wide variety of learning opportunities for students. If we are learning about growing and changing there will be books in the library area about growing and changing. There might be a garden shop in the dramatic play area and have science posters up about how flowers grow and change. There would be books on tape related to growing and changing. Materials would be available in the art area for students to express what they have learned through art. We can go on a walk around the neighborhood to see who things are growing and changing outside. With multiple experiences for the students and the use of different types of activities, students will find several ways to explore and learn.
Sarah –
Your last sentence says it all. When there are multiple experiences for children with different activities, they will have ways to explore and learn. It sounds like you provide multiple experiences and activities that allow your students to learn how to learn, want to learn and become prepared to be lifelong learners.
Beth
Sarah and Beth…Isn’t it wonderful when we are ‘fixing’ the curriculum instead of the learner?
I also like your last sentence. It should be posted some where on the UNCO website for education. The education system should be about providing multi-sensory activities that build every child’s strengths, not just a few. Guess what, that is UDL. Talk about circular continuum.
Candace
I am an inclusion teacher and I believe that the UDL guidelines are very useful when it comes to engagement and also expression. Not all students learn in the same manner and not all students are able to express themselves the same as well. By allowing multiple means of expressions to gather understanding and to keep engagement allows for students to be more focused. Also using materials in diverse ways is very helpful. For example, after reading our book of the week, some of my students may write in their binders, some decide to use the computer to gather materials and create items from story; some students even prepare presentations to class. We also sometimes do readers theater, they really enjoy that.
The UDL guidelines are essential in an early childhood classroom because all the children come in at different levels with different experiences and different interest. It only makes sense that as teachers we need to present the content in a variety of ways, allow children to show us what they have learned in different ways and to use strategies that encourage active engagement. This can be done in early childhood by manipulating the play environment, engaging children in circle time activities by using a variety of modalities, and facilitating play that is children directed. For example, if the content is around community helpers, the teacher can; supply community helper clothes and hats in the dramatic area, conduct circle time with visuals and songs around community helpers, as well as having the children take the lead in playing opportunities by choosing to play with community helper puzzles, or taking on a pretend role along with children.
I really enjoyed using the checklist. The checklist was a nice tool to use when trying to engage the children within the classroom. Engaging the children is one thing, keeping them focused is another thing. Keeping them engaged and focused at the same time is one of the hardest things to do. As teachers we are looking for ideas on how to change things or enhances materials and equipment through out the classroom. It’s important as teachers to remember that we work with special needs children and typical children therefore trying to reach everyone’e learning ability is hard. Everyone learns differently. Therefore, no two students should be treated the same. However, by enhancing, modifying and adding to the materials makes all the difference!
Cassie Tapia
Using the checklist in your classroom is a great idea. I guess I didn’t even think of taking it to the classroom. It is a challenge to keep your students engaged and focused but having a checklist to kind of keep you on track is a great way to make sure your students get the best education you can give them.
Universal design for learning creates an environment that uses flexible goals, methods, uses various materials, and assessments in order to meet the needs of diverse learners. When looking at how UDL works in the classroom, as far as the curriculum, one must look at the “what”, the “how”, and the “why” of learning. There are three brain networks that need to be customized in order to teach individual differences. They are multiple means of representation, multiple means of action and expression, and multiple means of engagement. Let’s look at these three area for early childhood education.
The multiple means of representation is used to give learners various ways of acquiring information and knowledge. This is integrated into the lesson plans by providing options for perception, visually and/or auditorily. When implementing an activity such as introducing a letter Aa, the teacher would introduce the sound of the letter as well as what the letter looks like. This can be done by singing songs, reading poems or stories, instruction, displaying the letter, and/or finger plays. Another way a teacher can use the means of representation is through language and symbols. It is important to have a language enriched environment. This can be done by using both symbols and words/letters throughout the environment. Comprehension, another way to use the means of representation, can also be used throughout the classroom environment. For example, if you read the story The Three Little Pigs, you should incorporate the story in all of the areas in the classroom: brick blocks in the block area, twigs and straw in the art area, flannel boards in the library area, worksheet in the writing area, pig and wolf manipulatives in the math area, and pig and wolf costumes in the house area.
The multiple means of Action and Expression is used to provide learners alternatives for demonstrating what they know. This can be done through physical action, which should be an everyday activity for the students through music and movement and outside/gym opportunities. Music and movement is a great way for students to communicate, problem solve, and the opportunity to perform. There are many different songs and finger plays that can give children the opportunity to express them. Whenever an activity is introduced to the students, the teacher must explain the goals and objectives for the activity. This gives the students a reason to do the activity. If the teacher gives an assignment without explaining what they want the child to learn, how and why would the student want to do it?
The multiple means of engagement will tap into the learner’s interest, offer appropriate challenges and increase motivation. It is very important for the teacher to understand and know the capabilities of each student within their class. Then he/she must set goal for each student to achieve a certain success. The lesson plans, curriculum, and instruction must then help the students reach their individual goals. The teacher must teach coping skills and strategies to the students so they can reach the goal. Teachers must not only evaluate and observe the students, but must also develop a way to assess themselves and reflect upon what works and does not work.
Kendy
I think UDL is easy to apply to early childhood programs because most programs are multi-sensory and flexible. In addition, early childhood special education teachers are required by the nature of their job duties to be able to teach, engage and encourage children in multiple ways.
I currently work in a before/after school program. My students range in age from preschool to fifth grade. Using UDL I am able to meet a larger variety of students’ needs. I must know my students well enough to know how they learn best, their interests, and how to modify and accommodate the classroom environment and their activities to maintain their attention. The corporation has ideas on how to operate the program which I appreciate, but I also want the flexibility to customize my own program to meet the student’s needs, interests and provoke their learning within the framework of their individuality.
As a first grade teacher, I find the UDL guidelines very helpful to structure teaching in a way that reaches all my learners. I have many students who are at a variety of different levels and learn in so many different ways. My student’s learning styles are, in fact, as unique as their fingerprints!
Young children are active and generally do not maintain focus on any one thing for more than a couple of minutes. Therefore, holding their engagement is particularly challenging. I always try to remember that giving young children (both with and without disabilities) choices or options for learning is a great way to establish engagement from the start. If my first graders finish work early, they have a list of options to choose from for what learning they can do next. I have also found that differentiation is a large part of active engagement. If the child is bored or frustrated, engagement is lost. I have worked hard this year to differentiate seatwork for my students during guided reading rotations. Young children want to succeed, so providing ongoing descriptive feedback and giving time for reflection is very important. I try to conference with each of the children in my class by walking through the checklist/rubric I provide them with for complete sentences. I provide direct feedback during these conversations to help the child improve and/or maintain his/her writing.
Brittani, you are so right that giving children choices and options really helps children with engagement. It also sounds like you are allowing your students to work at their pace. With “cookie cutter” education many children are bored because they have no interest in the topic or already have mastered a particular skill that they become disengaged in school. As teachers we need to reflect on our teaching styles and how things are going in the classroom to determine what is working and what is not.
Brittani,
I really like the idea about the checklist/rubric. It is so important for the students to understand what is expected of them. It is also important for them to understand the goals and objectives of a particular activity. If they understand what they are suppose to be getting out of an assignment, they will be more willing to participate.
Kendy
Kendra,
I couldn’t agree with you more when talked about what is expected of the children. And the best way to do this is go through a rubric/ guidelines that way the children can refer back to it as often as they need!The guidline checklist was an appropraite way to make sure all learners in the classroom will benefit!
Cassie
From working in an educational setting for about 2 years now, (which I recognize is probably very minimal for some of you) I found myself agreeing with many of the guidelines presented. I feel as though we could sum up several of them by simply addressing why the students are learning certain things.
In a math class for instance, we are focusing on teaching the students how to make change. But why do they need to make change? Because at one point, the student will go into a convenience store and purchase a bag of chips, or a soda, and it is up to them to recognize if they have received the correct amount back. If the soda costs 1.25$ and they pay with a 20 dollar bill, what should they expect to receive? Recognize the importance of learning how to correctly make change and also, what other doors being able to count back and receive change can open. What types of jobs and situations will they run into as adults where they are required to count back money, and write out checks and so on and so forth. If we simply stick them on a computer and have recognize the difference between 5 cents and 50 cents, what are they really learning?
Hi Marisa,
I completely agree with you about providing real-life experiences for children so they see relevance. I also teach children to make change in my class. We practice the skill in our “store” that is created using real empty food boxes with labeled prices. The children have a money pouch with real and play money that they bring to the register to “buy” their food. I am able to monitor their progress as they check out as well as give direct instruction when needed.
Brittani
Marisa,
I agree with you in the fact that we need to put these children in real life situations. I do not know what grade you are teaching, but as a preschool special education teacher, all of the classes that I go into have play money and we will role play how to spend it. If we want to wear clothes, we need to pay for the dress. If we want to eat at a restaurant, we need to pay for the food. Many times the students will charge $100 for a cookie or something small, but the amount does not matter at this age. The concept of money is what is important so when they get older, they will be able to use the play experiences for real life opportunities.
Kendy
Hi Marisa, Isn’t it exciting to think about all the different ways we can make learning real, fun and applicable to our students. This also makes teaching more fun as well. UDL provides the best education for all students for sure!
Denise H.
As a pre-service teacher graduating in December, I found this UDL presentation highly applicable to my future teaching practice. I love technology and appreciate and marvel at the wonder of it all. I find that many teachers today are disconnected and that students like technology but maybe don’t know how to use it to their advantage.
I implemented as much technology as I could in my last practicum (secondary). I created WebQuests, used PowerPoint and online videos, and created sites for the students to direct them in their learning. The feedback I got was positive from the students, not only because we were going to go on the computers but also because the resources they had were appropriate for them and they didn’t need to waste time searching this vast information network to find something they could understand.
I realize there are more tools out there and I am just getting started, but I look forward to implementing and utilizing more technology as I further my career. Lifelong learning is what it is about!
Katie,
I have found technology to be an outstanding aid in teaching and the UDL guidelines really support this idea. I currently use a class website as a communication and teaching tool. I post weekly newsletters, photos, calendars, and any important announcements on it. I have just recently found a way to post videos. My assistant principal is working closely with me to create visual instructional plans from Fred Jones Tools for Teaching. She takes video of me explaining the visual and each step. I can then post this video online for parents and students to refer to. This assists students in transferring skills learned in class from short-term memory to long term memory! It is fantastic!
Brittani
I am a student teacher and very new to the concept of UDL. Thank you for the informative articles. I have been working with several students who have great difficulty in processing language onto paper and one with oral processing difficulties. And very recently, my grandson has been diagnosed with ASD. Hence, the opportunity for so many options to be incorporated into the strategies for learning is amazing. I have already used quite a few, but I am excited to explore the many new options you have illustrated in Windows, Thank you and I will be investigating further.
If you want to hear a reader’s feedback 🙂 , I rate this article for 4/5. Detailed info, but I just have to go to that damn msn to find the missed bits. Thank you, anyway!
I care passionately about teaching and am enjoying this review. I work at a university that seems so uncommitted to teaching excellence. My students tell me, “Dr. Caldwell, I have never been asked to write research papers in my business classes. I don’t know how to do research.”
I help them succeed and require them to work closely with our Writing Center. I review provided rubrics carefully. But it seems so ironic that most of our faculty do not demonstrate that they care a hoot! Forty percent of our graduating MBA students failed to meet our writing requirements last spring.
Hi Kerry,
Funny you should mention your wish for ways to transfer UDL principles into sensible policies to improve access to learning….join us on October 6th for a kick-off webinar on this very topic!
Your voice can be heard in Washington beginning on Monday, October 6th
Calling all Educators, SPED Directors, and School, District, and State Administrators interested in shaping policy related to UDL Implementation
We want to hear from those of you out in the field working to implement UDL
Participate in a Virtual Forum to discuss challenges to the implementation of Universal Design for Learning (UDL) with colleagues at the federal, state, district and school levels across the nation. Your conversations will inform a small core team’s work at a future face-to-face forum as they develop UDL policy recommendations.
CAST and Project Forum at NASDSE (National Association of State Directors of Special Education) are pleased to host a free webinar on Universal Design for Learning (UDL) as a kick-off event for a month-long online policy forum on UDL implementation. The webinar will provide you with background on UDL and start the conversation on issues related to UDL implementation in schools, districts and states.
Date: Monday, October 6th
Time: 2:00-4:00PM Eastern Standard Time
Presenter: David H. Rose, Co-Founder and Chief Education Officer of the Center for Applied Special Technology (CAST) and a pioneer of the field of UDL.
Link to the webinar: Universal Design for Learning (UDL): Policy Issues http://www.projectforum.org/
No pre-registration required. You will need to perform a systems check on your PC prior to 2:00PM. For technical assistance prior to 2pm, email jgronneberg@cast.org.
As I work to implement the principles of UDL in my district, I wish there was policy (law,even) in place just as there is in architecture.
Learners need protection from long-held biases of our classrooms, systems and governements.
Are you doing work to transfer these principles to policy?
The part that stands out for me is that these principles are for all learners and that the adaptations to curricula must be for everyone so that no one feels singled out and feels bad for needing them. We don’t send someone in a wheelchair to the back of the building; however, we send our learning disabled to the computer to access text differently.
Thoughts?
If only we were all lucky enough to have administrators that would encourage and require UDL. In past years teaching I have been very frustrated when I was encouraged to follow curriculum word for word, that only reached less than 1/3 of my learners.
I very much appreciate these guidelines, which help me to use different ways to reach students. I find myself needing to do a lot of imagination work, while reading through the guidelines. I am wandering if it is possible to put some real life application movie or snapshot clips along these guidelines. It will help visual thinker like myself much easier to grasp the concepts. Just a thought!
I completely agree with you. It would be very helpful to have some real life situations or examples to go along with the guidelines. It’s easy if you just so happen to have a real life situation in your own class, but if you don’t it would be great to get a better understanding of the guidelines.
Have you all had a chance to check out the videos we have recently added to the National Center on UDL website? They may help you get a flavor for what UDL guidelines look like when put into practice in the classroom. Here’s the link: http://www.udlcenter.org/
Hope this helps!
Best,
Janet
Janet Gronneberg, Ed.M.
CAST
40 Harvard Square
Wakefield, MA 01880
phone: 781-245-2212
fax: 781-245-5212
http://www.cast.org
I think in my lesson plans Principle I & II, guidelines 1-6, are relatively easy to apply, once I have recognized what the student needs to learn best. I believe all still have motivation to learn and once I as the teacher have found what motivates them best and provide materials accordingly using all and any multimedia available, especially digital technology. Principle III becomes a bit more challenging. What I have found is that usually, (there have been occasions – depending on the student) if I as the teacher haven’t found a medium to address the emotional concerns of the students, it becomes more challenging to apply principles I and II, although the student will try, but there will be days/ups and downs.
Of all the Principles I agree that Principle I & II are easier for me to apply to my lesson planning, for me as a new teacher, I am learning how to incorporate Principle III and successfully support and meet the needs of all the learners in the classroom. Currently I am focusing on Principle I & II, and utilizing Powerpoint, Video Clips, and Audio and Television.
I have also found using WebQuests, to outline online research helps direct research efforts. I am trilled to see all of the Word tools, and Digital Text book tools to support learning- these are tools I would like to incorporate into my lessons!