Creating+Accessible+Lesson+Plans

Every classroom is filled with diverse learners. Every learner is unique and processes information in a different way. As educators, it is our job to take time to get to know our students and understand their individual strengths, needs, and interests. According to Center for Applied Special Technology (CAST) (2009), “UDL provides a framework to create and implement lessons with flexible goals, methods, materials, and assessments that support learning for all students” (para. 3).

When planning for learning, we must be mindful about the diverse learning differences of our students, and use this knowledge to develop lesson plans that engage and support our students in a meaningful way.

On this page, I will highlight the key areas involved in developing a UDL lesson plan. These include: - Developing a class learning profile - Having clear goals, methods, and assessment practices - Using the Guidelines of UDL to provide for multiple means of representation, multiple means of action and expression, and multiple means of engagement. - Using available technology to make the curriculum accessible for all learners.

**Class Learning Profile**

CAST has developed a useful tool that assist with creating class learning profiles. Below is a model of a Class Learning Profile developed with CAST (2002) [|UDL Class Profile Maker Tool]

The learning profile considers the three brain networks: The recognition network, strategic network, and affective network. It enables educators to reflect upon the learning strengths and needs of specific students in a specific classroom. (learning "what") || //Kim// - Extensive Vocabulary //Brandon// - Excellent spatial ability //Morgan// - Excellent at deriving key points from spoken and written language. || //Robbie// - Colour-blind //Brandon// - Difficulty with reading: -word recognition -word decoding ||  || (learning "how") || //Kim// - Talented Athlete Strong problem solving skills //Robbie// - Talented artist highly organized //Brandon// - Good at constructing (building)materials. //Morgan// - Outstanding speaker || //Kim// - restless and fidgety trouble completing work //Robbie// - Poor spelling //Brandon// - trouble completing work ||  || (learning "why") || //Kim// - highly confident high energy //Robbie// - Deeply caring and considerate || //Brandon// - Discouraged Low expectation of success //Morgan// - Domineering when working in groups. || //Kim// - Enjoys hands-on activities //Robbie// - Enjoys art Likes to use the computer //Brandon// - Enjoys hands-on activities Enjoys building things //Morgan// - Prefers structured tasks. ||
 * **Teacher: Mrs. C** ||  ||   ||
 * **Curriculum (Goal or Unit):** || **Science: The Human Body** ||  ||
 * || **Strengths** || **Needs** || **Interests/Preferences** ||
 * **Recognition**
 * **Strategy**
 * **Affect**

** Having clear goals, methods, and assessment practices **
This is familiar for all teachers. It has always been and continues to be important to be well planned and prepared for daily lessons and activities. UDL provides a framework for developing lessons that will be universally accessible for students. Teachers can use the information gained from the class learning profile to begin to write clear goals for students learning.

Please see Rose, D.H., & Meyer, A (2002). //Teaching every student in the digital age: Chapter// 5 [|Using UDL to Set Clear Goals], for a clear description of goal setting.

From here, educators can begin to develop universally designed teaching methods and assessment practices to support learning of all students.

Please see Rose, D.H., & Meyer, A (2002). //Teaching every student in the digital age: Chapter 6 [|Using UDL to Support Every Student's Learning]//

The National Center on Universal Design for Learning (2009), a program developed by CAS T, not only advocates for UDL, but also provides educators with access to UDL learning communities. The center has developed a list of clear guidelines that are organized according to the three main principles of UDL. The guidelines provide educators with a means of reflecting upon current practices, as well as offering alternate and additional methods of implementing universally designed curricula.

To download the UDL guidlines in MSWord or PDF format, please see the National Center on Universal Design for learning (2009), [|UDL Guidelines - Version 1.0: Get the Guidelines!]

** Using Technology for UDL **
Many technologies have been developed for students with learning difficulties or special needs. However, many of these technologies prove to assist a wide variety of diverse learners. Technology can often be easily manipulated and provide solutions for the three principles of UDL: To provide for multiple means of representation, expression, and engagement.

There is a vast amount of technolgies available for the modern educator, from simply using the accessibility tools already available on PCs and MAC software, to the latest, greatest, (and costly), assistive software technologies.

Luckily, there are very useful technologies available for free! The UD Toolkit (2009), provides an organized and detailed list of free technologies.

Other resources can be found at the National Center on Universal Design (2009), [|UDL Guidlines - Version 1.0 > Examples and Resources]

There are many other useful technologies available to educators - in fact I am certain that the majority of schools have access to several useful software programs. To find out, talk to your school's Support Teacher or Principal.

Sample UDL Unit Plan

**References**
CAST (2002). UDL Class Profile Maker Tool. Retrieved November 20, 2009 from: http://www.cast.org/teachingeverystudent/tools/classprofile.cfm

National Center on Universal Design (2009). //UDL guidlines.// Retrieved November 20, 2009 from: http://www.udlcenter.org /aboutudl/udlguidelines

Rose, D.H., & Meyer, A (2002). //Teaching every student in the digital age. Retrieved November 20, 2009 from: http://www.cast.org/teachingeverystudent/ideas/tes///

The UD Toolkit (2009). //Free technology toolkit for UDL in all classrooms. Retrieved November 20, 2009 from: http://udltechtoolkit.wikispaces.com///