Each month this periodical will 1) highlight critical UDL practices, 2) make connections to the UDL guidelines and checkpoints, 3) connect you with great tools and resources, 4) share some ways schools are putting this practice into action and 5) offer additional approaches to utilize this highlighted practice.
Flexible Methods & Materials
Empower learners to select their own content and/or own assessments, based on standards, and encourage them to collaborate to add to the multiple options offered to challenge themselves and identify appropriate resources that connect to their interests and passions.
Empower learners to self-reflect, self-assess, and independently choose the
most appropriate supports and resources that will allow them to organize
information and resources so they can achieve their identified goal(s).
We cannot expect all learners to be able to independently select the appropriate tools and supports they need in the class if we have not created the right conditions or created a plan that includes the options necessary for them to learn.
If this seems like an oversimplification, you're right. It's not something that happens overnight. It can be complex, requiring diligence, iteration, reflection, and continuous improvement. However, sometimes, addressing and understanding the paradigm shift is a good place to start. That's why we've included this video in this month's resources.
Reducing the Barriers: Planning for ALL!
Next, if you haven't heard, Ohio will now offer Embossed Kits as a new accessibility feature of Ohio State Tests (OST). However, embossed and tactile materials can benefit all students when included in lesson design such as: Multisensory Learning, Universal Design, Empathy, and Awareness.
To make embossed kits accessible for all students, consider the following steps:
Collaborate and consult with Accessibility Experts organizations like OCALI, who specialize in inclusive education, to ensure the design and production of embossed kits align with best practices and accessibility standards.
Engage Students and Families in open and transparent communication to understand individual needs and preferences. This collaborative approach will help tailor the use of embossed kits to meet specific requirements.
Provide professional Development and Training opportunities for teachers and staff to enhance their understanding of inclusive design principles and strategies for integrating embossed kits effectively.
What are embossed tactile kits?
- Resources that represent non-text graphics
- Developed by a Braille transcriptionist from OCALI
- Professional materials needed for the selected text questions
Remember, for a student to access these resources on their OST, it must be documented in the student's IEP.
Speech to Text is another accessibility feature easily built into every learning environment to support all students. Can you think of other design features that may benefit all but might be needed or required by some? How about sound amplification systems?
I like to think about universal design as creation options for students to "plug and play". With the right design, students with varying needs and preferences can "plug" into proactively planned design features in their day-to-day learning.
Some ways our UDL AI friend, Ludia, and schools are customizing information
When I asked Ludia what other examples of tactile learning materials, this was her response:
Here are some examples of other tactile learning materials that can be used in inclusive design to support diverse learners:
- Tactile Graphics: Tactile graphics are raised images designed to provide access to visual information for students with visual impairments. They can include maps, diagrams, charts, and illustrations created using various embossing techniques. Tactile graphics allow students to explore and interpret visual concepts through touch.
- Manipulatives: Manipulatives are objects that students can handle and manipulate to enhance understanding of abstract concepts. They can be used in mathematics, science, and other subjects. Examples include counting blocks, geometric shapes, fraction tiles, and braille-based manipulatives.
- Tactile Models: Tactile models are three-dimensional representations of objects or structures that enable students to explore and understand their physical characteristics. For example, a tactile model of a human heart can help students comprehend its structure and function.
- Texture Boards: Texture boards are surfaces with a variety of textures that students can touch and explore. They can be used to introduce sensory vocabulary, develop fine motor skills, and support language development. Texture boards can include materials like fabric swatches, sandpaper, buttons, and natural materials like leaves or shells.
- Tactile Books: Tactile books are specially designed books that incorporate tactile elements to engage students' sense of touch. They often feature raised textures, braille labels, and interactive components. Tactile books can be used to teach literacy skills, storytelling, and comprehension.
- Sensory Bins: Sensory bins are containers filled with materials that engage multiple senses, particularly touch. They can contain items such as rice, sand, water beads, or textured objects. Sensory bins provide opportunities for hands-on exploration, imaginative play, and language development.
- Braille Materials: Braille is a tactile writing system used by individuals with visual impairments. Providing braille materials, including braille books, braille labels, and braille learning tools, ensures that students who are blind or have low vision can access written information independently.
- Tactile Puzzles: Tactile puzzles are puzzles with raised pieces that students can manipulate to solve and explore spatial relationships. They can be used to develop problem-solving skills, fine motor skills, and cognitive abilities. Tactile puzzles come in various forms, such as jigsaw puzzles, shape puzzles, and tactile maze puzzles.
Remember, when incorporating tactile learning materials, it's essential to consider the specific needs and preferences of individual students. By embracing a range of tactile resources, we can create an inclusive learning environment that caters to diverse learners and fosters their engagement and understanding.
Use this template to create accessible team meeting agendas.
Digital agendas provide information in a format that allows for adjustability by the user (text that can be enlarged). Such multiple representations not only ensure that information is accessible, but also easier to access and comprehend for many others.
24 Cognitive Biases Stuffing up your Thinking, https://yourbias.is/, is a great interactive website to explore what is getting in the way of effective communication, practice, and coaching. For me (Cherie), the curse of knowledge is a BIG one (once I understand something, I presume it to be obvious to everyone).
After exploring my own cognitive biases, I (Cherie) decided to focus on ways to 1) not assume the leaders I support have the same knowledge as me while 2) not underestimating their rich educational and leadership experience. Going back to the practice profile and thinking about ways I can intentionally align my methods and materials has been very beneficial!
If you want to think about what is getting in your way and ways to be more intentional, check out this free poster. It does a nice job of connecting icons to cognitive bias.
Lisa Arthur
As the lead UDL consultant for SST 16, Lisa coaches educational leaders in the implementation of Universal Design for Learning (UDL) and provides professional learning to build the capacity of UDL practitioners. She is a member of the Ohio UDL Collaborative purposed with building the capacity of regional UDL facilitators in order to build state-wide capacity for UDL implementation.
Lisa is licensed as an Intervention Specialist in the state of Ohio and with MA in Counseling she brings a unique skillset to the field of education.
Email: lisa.arthur@sst16.org
Website: https://www.sst16.org/
Location: 21 Birge Drive, Chauncey, OH
Phone: 440-735-8565
Facebook: https://www.facebook.com/sstregion16
***This Newsletter was created in collaboration with Cherie Smith, a fellow UDL Consultant from SST6.
Cherie Smith
Cherie Smith began working at State Support Team Region 6 in July 2015. She has a Master of Education in Educational Leadership and the Inclusive Classroom. Most of her experience has been in special education as a supervisor and an Intervention Specialist at the secondary level. She has taught students wtih disabiliteis in both Florida and Ohio.
Cherie is currently a co-chair of Universal Design for Learning Implementation and Research Network's Implementation Special Interest Group and is a member of the Ohio UDL Collaborative.
As an SST6 Consultant, she supports districts in the Ohio Implementation Process as a Regional Data Lead. She leads Universal Design for Learning and is part of the Special Education team supporting districts with IDEA Internal Monitoring, Postsecondary Transition, PBIS, and College and Career Readiness.
