1. UNIVERSAL DESIGN FOR LEARNING IN THE PRE-K CLASSROOM PRESENTED BY: KIM GALANT TATS ASSOCIATE DIRECTOR 850-297-2239 tats-fsu@ucf.edu

2. WORKSHOP OBJECTIVES Participants will :  Define the term Universal Design for Learning (UDL).  Identify the three essential elements of UDL.  Reflect on UDL and current classroom practices.

3. UNIVERSAL DESIGN FOR LEARNING (UDL) A set of principles that guides the selection of curriculum materials and resources that all children can use. Providing support for diverse abilities, learning preferences, languages, and cultural backgrounds.

4. WHERE DID THE CONCEPT OF UDL COME FROM?

6. ENGAGEMENT MULTIPLE MEANS OF ENGAGEMENT How do you… Provide options for children to be engaged and motivated to learn? Tap into learner’s interests, offer appropriate challenges, and increase motivation?

7. REPRESENTATION MULTIPLE MEANS OF REPRESENTATION How do you… Present information so that it can be perceived and understood by all children? Give learners various ways of acquiring information and knowledge?

8. MULTIPLE MEANS OF EXPRESSION How do you… Provide opportunities for all children to show what they have learned Provide learners alternatives for demonstrating what they know?

9. WHAT DOES IT LOOK LIKE? ART CENTER Multiple tools for painting using various gross and fine motor skills – variety of sponges, brushes, chunky crayons, scented markers (representation) Offer several types and colors of paint – finger paint, watercolor, tempera (engagement) Encourage children to share their work by describing it, dictating, labeling, creating a book, etc. (expression)

10. “MEET MS. D” Read the classroom scenario. What is similar to your classroom and how you plan instruction? As you read, write down 2 or more examples of each key element that Ms. D uses: multiple means of expression multiple means of representation multiple means of engagement

11. POINTS TO PONDER  There will always be children who need individual accommodations and supports.  UDL creates a classroom that is ready for every child.

12.  Physical Environment

13.  Curriculum and Instruction

14.  Assessments

15. ACCOMMODATIONS TO MEET INDIVIDUAL NEEDS Computer switches, adapted writing utensils, seating support Physical demands Large print or braille books, video with ASL, texture or pop-up books Sensory demands Visual schedules, comm boards/devices, picture cards, choice boards Communication demands Use concrete objects, preteach vocabulary, use visual cues Experience demands Break down tasks into smaller steps, use peer helpers, provide choices Emotional demands

16. EARLY LEARNING STANDARDS AND UDL HOW DOES IT ALL GO TOGETHER?

17. PLANNING ACTIVITY THEME - INSECTS How can we provide ways for children to learn about insects across multiple areas of the classroom? CENTERS  Art  Science  Computer  Writing/Reading/ Listening  Making Snack

18. FOR MORE INFORMATION ON UDL  Technical Assistance and Training System (TATS) – http://www.tats.ucf.edu http://www.tats.ucf.edu  CAST – http://www.cast.org http://www.cast.org  FDLRS TECH UDL - http://www.paec.org/fdlrstech/udl.html http://www.paec.org/fdlrstech/udl.html