2. CONTACT US!
 Sally Norton-Darr
 snortondarr@yahoo.com
 Christopher Bugaj
 attipscast@gmail.com
 @attipscast via Twitter
 www.tinyurl.com/attipscast
 www.attipscast.com
For More Info: Facebook Site:
http://iste.org/chewat http://bit.ly/atbookfb
Download a PDF of this entire presentation at
http://slideshare.net/attipscast

3. DEFINITION & HISTORY

4. Website Tweet or Text
Hold Up Hand Show Paper
Give us some
examples
37607
37607

5. Universal Design for Learning (UDL) is the practice of
embedding flexible strategies into the curriculum during
the planning process so that ALL students can access a
variety of learning solutions.

6. Universal design for learning (UDL) is a framework for
removing barriers by anticipating the needs of all students.
©HIAT/MCPS/2007

7. UDL principles…

9. Short Video Explaining UDL:
http://bit.ly/udlexplained1
Multiple Means of
Representation
Multiple Means of Action
and Expression
Multiple Means of Engagement

10. AT & UDL GO HAND IN HAND
Assistive
Technology consists of
DEVICES and SERVICES
that help children
with disabilities
carr y out a
functional activity
in their environment.

11. QUESTIONS FOR YOU
When an IEP team meets, how do they
consider assistive technology (per IDEIA)?
How is this reflected in the IEP?
Where is it documented?

12. AND WE COME FULL CIRCLE
When else do you consider the tools a student
would be using?
During the planning process when you were
MOVE UDL approach.
using a
ME TO SEE
THE ANSWER

13. ACCOMMODATIONS
If you have a piece of
equipment already in the
student’s environment, does it
get listed as an
accommodation?
It’s based on need. If the student needs it
MOVE ME TO SEE
to guarantee FAPE, then it gets
THE ANSWERIEP.
documented in the

14. AT CONTINUUM & LRE
The possibilities are endless, so which tools
do we look to implement first?
Go from least restrictive
MOVE ME TO SEE
to most restrictive solutions.
THE ANSWER

15. SCENARIOS
 Go to the Google Doc.
 Come up with as many strategies
as possible to help the person in
the scenario.
 Leave those strategies
in cells on the Google Doc.
Google Doc:
http://bit.ly/sunvalleychallenge

16. Molly is a sixth grade student
who is a super soccer player.
She doesn’t feel like a champ in
math class, though. She
understands what the teacher is
saying while explaining how
and why to do long division but when it’s her turn to
solve a division problem she seems to get lost. It’s hard
to keep the numbers in the right places so that the
correct subtraction will move her to the next step.
How can we help Molly with the CC
Standard 6.NS: Fluently divide multi-digit
numbers using the standard algorithm.

17. Reading: Literature
Alex is in Kindergarten. He loves his
Legos and inventing great adventures
with his action figures. He often loses
focus during story time and has trouble
answering questions about what the
teacher has read.
How can we help Alex with the CC
Standard K.RL.1: With prompting and
support, ask and answer questions
about key details in a text?

18. Science Mario is in ninth grade and loves to
cook. He makes the best pizza and
milkshakes. Everyday he talks about
his favorite shows on the Food
Network. Science is his least
favorite subject. In Chemistry class,
when asked about the Periodic
Table, he makes silly jokes about the
funny names of the elements and
plays with the lab equipment.
How can we help Mario with the Idaho
Science Curriculum Guide Standard: 2.03
USE THE PERIODIC TABLE: Describe the
organization of the periodic table.

19. THIS IS………
Homework!:
http://bit.ly/cecjeopardy

20. RESOURCES & REFERENCES
http://iste.org/chewat
http://bit.ly/idahocecbookmarks
http://bit.ly/idahoclearinghouse
Download a PDF of this entire presentation:
http://slideshare.net/attipscast