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Best Practice Approach to Universal Design
By Chrissy Schuck and Kurt Benninghoff
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Classroom Approach
Parallel Teaching
• The class is divided in half. Both teachers plan instruction
jointly and are teaching the same lesson at the same time to
heterogeneous groups.
• Lowers student to teacher ratio.
• Allows for increased student interaction and/or student to
student interaction and minimizes behavior problems.
• Allows the teacher to monitor individual student progress
and understanding more closely.
• Helps students understand multiple points of view-ends in
a class debate.
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Parallel Design and UDL
• Allow teachers to respond effectively to diverse needs of
students and lowers the teacher student ratio to address
those needs effectively.
• Students felt less awkward about asking questions.
• Easier to use manipulatives to instruct a lesson.
• Foster student participation in discussions.
• Student progress is more closely monitored.
• Helps to facilitate students teaching each other.
• Sense of belonging, friendship, and self-worth
CONTRIBUTION
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Our Classroom
Population: 20 students
• Five with learning
impairments.
ADHD
Sensory issues
Visual and Auditoral
Reading impairments
• Classroom will be divided
equally.
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Our Lesson
Numbers making Cents
• Students explore the relationship between
pennies, nickels, dimes, and quarters.
• Opportunity to identify individual coins and to make sets
of coins with equivalent values.
• Use coins in real world situations.
• The lessons in this unit build an understanding of the
relationship between coins in the United States monetary
system and in addition and subtraction situations.
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Classroom Accommodations
• Use of core balls to replicate chairs for self-regulation
• Utilize manipulatives.
• Use of laminated paper or white boards for student answers of questions.
• Provide highlighted texts, study guides.
• Limit amount of material on a page.
• Tape record lessons/ use large print/ braille material.
• Give directions in sequential order (written, picture, verbal)
• Provide pictorial/ word daily schedule for transitions.
• Provide oral or pictorial instructions/ questions for testing.
• Structure activities to create opportunities for social interaction.
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Differentiation
• Content
o Use a variety of instructional delivery methods to address different
learning styles.
o Break assignments into smaller, more manageable parts that include
structured directions for each part.
o Encourage thinking at various levels of Bloom's taxonomy
• Process
o Develop activities that target auditory, visual, and kinesthetic learners.
o Provide access to a variety of materials which target different learning
preferences and reading abilities.
• Product
o Balance teacher-assigned and student-selected projects.
o Offer students a choice of projects that reflect a variety of learning
styles and interests.
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Differentiation Strategies
Visuwords
• Flexibility of color and contrast is a great example of
customizing the display of information so that it is
accessible to a broader range of users and uses multiple
means of representation- visual and spatial.
• Can grab the attention of learners with ADHD
• Students can further explore by typing their own words
into the graphical dictionary.
• Visual on-line dictionary.
• Look up words to find their meanings and associations
with other words and concepts.
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Differentiation Strategies
Value and counting of coins-Money Song
• Attracts attention of all students.
• Will be especially advantageous to auditory and
musical learners, including those who may have
sensory issues.
• Make a musical beat.
• Say it out loud sometimes slowly and sometimes
quickly.
• Use rhythm and rhyme .
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Differentiation Strategies
• Manipulatives
• Coins (quarters, dimes, nickels, pennies) that
students will be able to count and exchange
• Will give students with ADHD an opportunity to
actively participate during the lesson
• Students with sensory issues can get the necessary
input.
• Appeal to spatial and kinesthetic learners.
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Differentiation Strategies
Graphs, charts, illustrations.
• Beneficial toward visual/spatial learners.
• Relationship between numbers or amounts.
• Breaks down information in a spatial form for
students who have difficulty with concepts.
• Compact way to convey information.
• Help students visually see the difference between
two or more values.
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Assessment
Classroom Money Market
• Can be used as an informal assessment at
the end of the lesson when the class joins
back together.
-ADHD: Allows for active participation
-Sensory: Allows students to work with manipulatives
-Reading difficulties: Incorporates visual aids
(pictures, objects)
