1. Applying UDL to Lesson Planning:
Methods and Materials
SAMR Model

2. Today’s Agenda Making Instructional Materials
SAMR, Bloom’s Taxonomy, and iPad Integration
The TEACCH Model
Play in the Sandbox: Boardmaker and Creation Workshop

3. and UDL Lesson Plan Template Instructional Methods & Materials
UDL Exchange
and UDL Lesson Plan Template
Instructional Methods & Materials

4. SAMR
Model

5. SAMR
Model

6. SAMR Model A Tool to “Think With”
Show video of SAMR-

7. Environmental Engineering: The TEACCH Model
Treatment and Education of Autistic and Related Communication-handicapped CHildren
Division TEACCH, School of Medicine, The University of North Carolina at Chapel Hill.
Evidence-based service, training, and research program for individuals of all ages and skill levels with autism spectrum disorders.
Established in the early 1970s.

8. Things are not as clear as we think due to . . .
Executive functioning deficits.
Language deficits and barriers.
Changes in routine.
Inability to understand inferences or implied expectations.
Anxiety and inability to regulate emotions.
Sensory processing issues.
Distracting stimuli.

9. Principles of Structured Teaching
Develop an individualized plan for each student, rather than using only a standard curriculum.
Structure the physical environment.
Use visual supports to make the sequence of daily activities predictable understandable.
Use visual supports to make individual tasks understandable.

10. Advantages of Structure
Capitalizes on the visual strengths of students with autism.
Adapts the environment to make it orderly and predictable.
Incorporates positive routi-nes, creating predictability.
Increases independence.
Facilitates generalization of skills across settings.
Teaches framework for expected behaviors in variety of settings and activities.

11. Physical Structure Provide clear visual boundaries.
Designate each area of the classroom for a specific purpose or type of activity.
Develop and label areas in the classroom with clear, concise visuals.
Post and teach behavioral expectations for each area.

12. Use walls to create an additional boundary line, minimize excess stimuli.
STRUCTURE
The area is labeled, includes a few selected materials, and is well organized.
Use dividers to partition off specific areas of the room, or for a special activity.
Group area shows the clear beginning and end of activities that will occur. Students’ seats and teacher’s seat are clearly distinguishable and area is partitioned off and free of excess stimuli.

13. STRUCTURE

14. Individual Work Systems
Each classroom should have an area designated for student’s to work individually.
Three important skills taught in this area:
Independence.
Pre-academic concepts (left to right).
Concept of “finished.”
Cause and effect.

15. Individual Work Systems
Take into account the learning styles of each student.
File folder activities, puzzles, task boxes, and worksheets.
Have visuals present for students to request help, ask questions, etc.
Provide choices of additional activities (toy, book, game, etc.) when tasks are completed.

16. Assigning Work Tasks
Can the student match colors, letters, numbers or words?
Can the student sequence top to bottom or left to right?
What types of informal assessments can be administered to establish baselines for students’ skills?

17. HOW MANY TASKS TO ASSIGN?
What is the student’s attention span?
How many tasks is the student likely to be able to complete?
How many different kinds of skills can the student do within one sitting? (i.e. letters and numbers)
How much time is scheduled for this activity?
MOTIVATION
Does the student need difficult tasks interspersed with easier or more motivating tasks?
DATA COLLECTION
What system will you use to collect data on assigned tasks?

18. Tasks
Work Area
Finished Box

19. Finished Envelope

20. Rewards Chart
Communication System
Daily Schedule

22. WORK SYSTEM IDEAS

23. WORK SYSTEM IDEAS
ADVANCED

24. Transitioning
Provide advanced warning of transition with at least one advanced warning.
Helpful to coordinate both students and additional staff.
Provide consistent and predictable transition cues, pairing an auditory with visual cues.
Bell, Digital Timer, Time Timer, Lights On/Off, Song, Gesture or Motion
Whenever possible, wait until all stations are ready and transition together as a group
Establish a transition area.
Utilize individualized student schedules.
Post a daily classroom schedule showing activities for the day and where any additional adults will be stationed.
Pre-plan every part of the school day and stick to the plan.

25. Why use schedules? Addresses executive functioning deficits.
Focuses on what we want the child to do.
Assists in managing transitions with multiple instructional sessions and students.
Assists in planning instruction through circuits to address varying needs

26. What do schedules teach?
Expectations for an upcoming activity.
Gives clear cue for beginning and end.
Children often become distracted by other items/ activities elsewhere in the classroom. If student leaves the area or wanders, present the picture or object to redirect. This visual helps to narrow the focus.

27. Daily Classroom Schedules: General Guidelines
Individualize students’ schedules to meet their instructional and behavioral needs.
Intersperse seated tasks with movement activities.
Provide several opportunities for whole group instruction, smaller group, and 1:1 instruction throughout each child’s day.
Depending on the needs of the group, break instructional segments into short periods of time (bet- ween 15 minutes and 30 minutes at the longest).

28. Individualizing Schedules
Consider the student’s developmental level and skills.
Generally start with pictures, but you may consider objects or photographs.
Students may progress to combined pictures/words, large text with small picture cue or simply words
Independence is the goal, so remember higher is not always better.

29. SCHEDULE EXAMPLES

30. In addition to schedules and communication systems, use visuals as supports during academic and functional skills instruction.
VISUAL SUPPORTS
This pre-vocational activity shows students how to assemble and deliver materials.

31. Station 2. Create a Schedule with Boardmaker
Station 1. Create Your
Classroom
Identify a grade level for your classroom.
Select one of the links to create a classroom, which applies TEACCH.
Be prepared to share with the class!
Station 2. Create a Schedule with Boardmaker
AND

32. Discuss Application Activities and Extra Credit Opportunity