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The Universal Design for Learning (UDL) is an instructional planning framework for proactively addressing barriers in the curriculum

to support students with diverse learning needs and benefit a broad range of students. This is created by considering how to represent information in multiple ways, providing multiple ways for students to demonstrate their understanding and planning for multiple ways of engaging students in learning. We propose teachers should be educated in how to use UDL to help integrate different kinds of students into the same classroom and specifically integrate the students in the self contained classroom for students with autism spectrum disorder into the general education classroom efficiently. This video further explains why UDL is such a beneficial tool for this circumstance. ( Currently, we have not seen progress by the students with autism spectrum disorder in the general education classroom. This could possibly be because the students are having attention difficulties, difficulties with social interaction with classmates, and often have repeated behavior. To feel what a student might be feeling in a general education classroom is further addressed through this video. Here is an example of a UDL framework: Using the UDL Framework to Support Students with Autism Spectrum Disorder Students with Autism Spectrum Disorder often have difficulty with both verbal and nonverbal communication. They also struggle with social interaction, display repetitive behavior, have problems with attention, and can experience other health problems. UDL offers a framework through which content can be made accessible to children with Autism Spectrum Disorder. This will offer ideas and tips for working with students with Autism with regard to UDL principles. Multiple Means of Representation The first principle of the UDL includes some critical components that can support the what of learning for students with Autism by how information is presented. This principle includes such things such as providing visual representations, sequential directions, and keeping language simple and concrete. In Practice Previously establishing goals for the students with Autism that address their needs Having checkpoints to make sure they are meeting the goals previously set Providing visual representations of what you are presenting so they can follow along Defining the basic terms/ideas of the lessons Using a repetitive format so that they see new information presented in the same way as all other information in the class. This will help them feel comfortable when new information is presented Show videos or songs in the classroom that pertain to the lesson being taught

Use concrete language so you that students with Autism can understand what you are presenting to them

Tool Voice Dream


Description This is a program that allows students to have information read to them. Organize ideas by providing information in specific spots.

Graphic Organizers

Word Wall This site explains how to create a valuable word wall that displays key words throughout the classroom. Online graphic organizer that includes pictures and presents information in a structured way. Presenting



information on different slides in an orderly fashion.

Multiple Means of Action and Expression The second principle should include how students with Autism communicate what they learned back to you and how you communicate to them. This principle includes letting them use technology, using visual representations, and saying exactly what you mean. In Practice Allow students to present the knowledge they learned in their own way. Instead of having to say what they learned outloud, use pictures. Let them use technology to communicate their ideas Have students make attainable goals Use clear and concise language to communicate and help them expand their ideas Having what they learned next to them while expressing to you what they learned Providing pictures as choices to chose from

Tool Touchchat


Description Students can communicate without using their natural voice but rather through an electronic device. Students are able to make choices and communicate by pointing to pictures. Students can record messages that explain photos or steps in a process. Record videos to present to the class.

Provide clipart pictures attached to every students lanyard Yodio

Videorecorder, camera, Ipod

Touch Webspiration Students can create visual representations of brainstorming, organizing, planning and executing to further organize their ideas.

Multiple Means of Engagement The last principle should include how students with Autism interact within the classroom. This addresses students choices, relevance, value, and authenticity. The levels of support varies within the classroom so it is very important to have a balance. The following resources offer options to successfully teaching students with autism and engaging them in the classroom as much as possible. In Practice Making all adult figures in the classroom aware of the children with Autism needs Giving students choice on how they want to present what they learned Having them pick out keywords they are interested in learning Breaking the tasks up into smaller pieces Avoiding distractions in the classroom, like bright representations on the wall

Tool Visuwords


Description A graphic dictionary/ thesaurus that provides pictures for words and their relationships to one another.

iMovie A movie program that could help a student communicate to others at school who they are and how Autism is part of their life Students can connect with other students to share information and form relationships. Students can share their thoughts on their own personal account. Students can debate ideas and


Twitter Online


teachers can require a submission from everyone in the class.

Potential barrier to UDL: resources are not available but teachers can either apply for grants or find very similar alternative applications or websites you would have to get familiar with the different technologies and programs before presenting them to your class which would entail extra effort and time on the teachers part students are not using technology in the appropriate way, a teacher can avoid this by creating clear expectations from the beginning of how the technology will be used in the classroom