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

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

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

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

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

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

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

Reflection: Multiple Means of Representation I. Provide Multiple Means of Representation:Provide Multiple Means of Representation: Your notes 1.Provide options for perceptionProvide options for perception 1.1Offer ways of customizing the display of informationOffer ways of customizing the display of information Prior to working with Ben, informal data was collected to determine the instructional level for phonics. Letters and words were enlarged so Ben was able to see them more easily. Color coding highlighted the letter that represented the ending sound. 1.2Offer alternatives for auditory informationOffer alternatives for auditory information 1.3Offer alternatives for visual informationOffer alternatives for visual information 1.Provide options for language, mathematical expressions, and symbolsProvide options for language, mathematical expressions, and symbols 2.1Clarify vocabulary and symbolsClarify vocabulary and symbols 2.2Clarify syntax and structureClarify syntax and structure 2.3Support decoding of text, and mathematical notation, and symbolsSupport decoding of text, and mathematical notation, and symbols Support was given for decoding skills. Direct instruction was provided to Ben at his instructional level. Instruction included use of phonics games with visuals paired with text. 2.4Promote understanding across languagePromote understanding across language 2.5Illustrate through multiple mediaIllustrate through multiple media 1.Provide options for comprehensionProvide options for comprehension 3.1Activate or supply background knowledgeActivate or supply background knowledge Daily instruction began with review of all consonant sounds. This activated background knowledge for letter sounds. 3.2Highlight patterns, critical features, big ideas, and relationshipsHighlight patterns, critical features, big ideas, and relationships 3.3Guide information processing, visualization, and manipulationGuide information processing, visualization, and manipulation 3.4Maximize transfer and generalizationMaximize transfer and generalization

Reflection: Multiple Means of Action & Expression II. Provide Multiple Means for Action and Expression:Provide Multiple Means for Action and Expression: Your notes 1.Provide options for physical actionProvide options for physical action 4.1Vary the methods for response and navigationVary the methods for response and navigation We incorporated a variety of games and materials into phonics instruction. He had matching activities, selected response activities, and open ended response activities. We modified this lesson by decreasing the number of choices after observing that 3 choices were visually over stimulating. 4.2Optimize access to tools and assistive technologiesOptimize access to tools and assistive technologies Ben’s orthopedic impairment limits his ability to manipulate materials. Materials were modified to accommodate for his needs. We used a magnet and bingo dabber. We selected a larger fishing rod that was easier for him to manipulate. 1.Provide options for expression and communicationProvide options for expression and communication 5.1Use multiple media for communicationUse multiple media for communication Ben was provided with letter cards and pictures. Since articulation hindered correct pronunciation of words, he was able to select the ending letter or the picture to indicate that he decoded correctly. 5.2Use multiple tools for construction and compositionUse multiple tools for construction and composition 5.3Build fluencies with graduated labels of support for practice and performanceBuild fluencies with graduated labels of support for practice and performance 1.Provide options for executive functionsProvide options for executive functions 6.1Guide appropriate goal settingGuide appropriate goal setting 6.2Support planning and strategy developmentSupport planning and strategy development We utilized the “Stop and Think” strategy each time Ben was presented with a picture. He had to Stop, repeat the word, think about the ending sound, make the sound, then choose his response. 6.3Facilitate managing information and resourcesFacilitate managing information and resources 6.4Enhance capacity for monitoring progressEnhance capacity for monitoring progress

Reflection: Multiple Means for Engagement III. Provide Multiple Means for Engagement:Provide Multiple Means for Engagement:Your notes 1.Provide options for recruiting interestProvide options for recruiting interest 7.1Optimize individual choice and autonomyOptimize individual choice and autonomy 7.2Optimize relevance, value, and authenticityOptimize relevance, value, and authenticity 7.3Minimize threats and distractionsMinimize threats and distractions Working in a small group or one to one minimized the threats that were present during the whole class instruction. Distractions were decreased and opportunities for immediate feedback kept Ben engaged. 1.Provide options for sustaining effort and persistenceProvide options for sustaining effort and persistence 8.1Heighten salience of goals and objectivesHeighten salience of goals and objectives 8.2Vary demands and resources to optimize challengeVary demands and resources to optimize challenge A variety of activity choices were offered. Ben selected a football activity with a Ray Rice Raven theme. Another activity that he liked with fishing for the correct ending sound with a magnetic fishing rod. 8.3Foster collaboration and communityFoster collaboration and community Ben’s small group included another child from his ALS class. He typically does not engage with classmates. Opportunities for him to play a game fostered community within the classroom. 8.4Increase mastery-oriented feedbackIncrease mastery-oriented feedback 1.Provide options for self-regulationProvide options for self-regulation 9.1Promote expectations and beliefs that optimize motivationPromote expectations and beliefs that optimize motivation Visuals were used daily to promote self-regulation for on task behaviors. The “Good Work” card sat on the table next to Ben. When necessary, it would flip to listen or eyes on teacher if off-task behaviors were present. When Ben was back on task, the card would flip back to “Good Work”. 9.2Facilitate personal coping skills and strategiesFacilitate personal coping skills and strategies 9.3Develop self-assessment and reflectionDevelop self-assessment and reflection