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com/universal-design-for-learning-in-action
Universal Design
for Learning in Action
100 Ways to Teach All Learners
by
Whitney H. Rapp, Ph.D.
St. John Fisher College
Rochester, New York
Baltimore • London • Sydney
Excerpted from Universal Design for Learning in Action: 100 Ways to Teach All Learners
by Whitney H. Rapp, Ph.D.
Brookes Publishing | www.brookespublishing.com | 1-800-638-3775
© 2014 | All rights reserved
FOR MORE, go to http://www.brookespublishing.com/universal-design-for-learning-in-action
Contents
About the Author.................................................................................................................. ix
Acknowledgments................................................................................................................ xi
Section I Overview
Foundational Theories...........................................................................................................2
How Do All of These Foundational Theories Fit Together?........................................... 11
What Does This Book Add to All of These Theories?.....................................................12
Addressing Barriers and Misconceptions.........................................................................13
Format of the Book................................................................................................................15
Section II Strategies for Engagement
Providing Multiple Means of Engagement.......................................................................18
Considerations.......................................................................................................................19
Engagement Through Space: Bulletin Board Borders.....................................................21
Engagement Through Space: Seating.................................................................................22
Engagement Through Space: Lighting..............................................................................24
Engagement Through Materials: Fidget Toys...................................................................25
Engagement Through Materials: Professional Equipment.............................................26
Engagement Through Materials: Writing Surfaces.........................................................27
Engagement Through Classroom Management: Jobs.....................................................29
Engagement Through Classroom Management: Meetings............................................31
Engagement Through Classroom Management: Smarty Pants.....................................33
Engagement Through Classroom Management: Organized Classroom........................35
Engagement Through Technology: Interactive Whiteboards........................................37
Engagement Through Technology: Videoconferencing..................................................39
Engagement Through Technology: Blogs..........................................................................40
Engagement Through Content Instruction: Tactile Activities.......................................42
Engagement Through Content Instruction: Bag of Writing Ideas.................................44
Engagement Through Content Instruction: Mnemonics................................................45
Engagement Through Content Instruction: Computer Software
Programs............................................................................................................................46
Engagement Through Social Interaction: Games.............................................................47
Engagement Through Social Interaction: Grouping........................................................48
v
Excerpted from Universal Design for Learning in Action: 100 Ways to Teach All Learners
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vi Contents
Engagement Through Social Interaction: Dice ................................................................49
Engagement Through Social Interaction: Redefine Bullying.........................................50
Engagement Through Executive Functions: Using the Arts .........................................52
Engagement Through Executive Functions: Cue Signals...............................................54
Engagement Through Executive Functions: Minecraft Video Game............................56
Engagement Through Transition to Adulthood: Bingo .................................................57
Engagement Through Transition to Adulthood: Real-Life Situations..........................58
Engagement Through Transition to Adulthood: Invite People to
Meetings.............................................................................................................................60
Section III Strategies for Input
Providing Multiple Means of Input...................................................................................62
Considerations.......................................................................................................................63
Input Through Space: Food, Drinks, and Gum................................................................66
Input Through Space: Nooks..............................................................................................68
Input Through Materials: Visually Accessible Text.........................................................69
Input Through Materials: Auditory Books.......................................................................70
Input Through Materials: Tactile Books............................................................................71
Input Through Materials: Self-Amplifiers.........................................................................72
Input Through Classroom Management: Schedules.......................................................73
Input Through Classroom Management: Syn-naps........................................................ 74
Input Through Classroom Management: 10:2 Theory....................................................75
Input Through Technology: FM-Adapted Computer Stations....................................... 76
Input Through Technology: Digital Text or E-books.......................................................77
Input Through Technology: Note-Taking Hardware and Software.............................79
Input Through Technology: Access to Auditory Input...................................................81
Input Through Technology: Access to Visual Input........................................................83
Input Through Content Instruction: Peer-Mediated Instruction..................................85
Input Through Content Instruction: Study Snippets......................................................86
Input Through Content Instruction: Responsive Resource Posters..............................87
Input Through Content Instruction: Humor....................................................................88
Input Through Content Instruction: Visualizing.............................................................89
Input Through Content Instruction: Continuum of Abstractness................................90
Input Through Content Instruction: Accessible Presentation Software........................91
Input Through Social Interaction: Social Stories..............................................................93
Input Through Social Interaction: Social Skill Autopsy.................................................94
Input Through Social Interaction: Gaming Technology.................................................95
Input Through Executive Functions: Planner Options...................................................97
Input Through Executive Functions: Web-Based Materials and
Information........................................................................................................................99
Input Through Executive Functions: Graphic Organizers........................................... 101
Input Through Executive Functions: Timers..................................................................103
Input Through Transition to Adulthood: Resource Ring ............................................105
Input Through Transition to Adulthood: A-to-C Chart . .............................................106
Input Through Transition to Adulthood: Visual Goal Plan.........................................108
Section IV Strategies for Output
Providing Multiple Means of Output.............................................................................. 110
Considerations..................................................................................................................... 111
Output Through Space: Mobility Supports.................................................................... 114
Output Through Space: Student-Created Bulletin Boards........................................... 116
Excerpted from Universal Design for Learning in Action: 100 Ways to Teach All Learners
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Contents vii
Output Through Materials: Coded Assignments.......................................................... 117
Output Through Materials: Supports for Interactive Whiteboards............................ 118
Output Through Materials: Writing Supports...............................................................120
Output Through Materials: Universal Tools...................................................................122
Output Through Classroom Management: Integrative Movement............................123
Output Through Classroom Management: Transition Areas......................................125
Output Through Classroom Management: Coded Classroom....................................127
Output Through Technology: Photo Essay.....................................................................128
Output Through Technology: Universal Computer Equipment.................................129
Output Through Technology: Communication Supports............................................130
Output Through Content Instruction: Graph Paper...................................................... 132
Output Through Content Instruction: Socratic Seminars............................................134
Output Through Content Instruction: Student Recordings and Videos..................... 135
Output Through Content Instruction: Prequestions..................................................... 137
Output Through Content Instruction: Reading Reflection Cards...............................138
Output Through Content Instruction: Music................................................................. 139
Output Through Content Instruction: Drawing............................................................ 140
Output Through Social Interaction: Response Scales................................................... 141
Output Through Social Interaction: Mix-Freeze-Pair.................................................... 143
Output Through Social Interaction: Rally Table............................................................ 144
Output Through Executive Functions: Rubrics.............................................................. 145
Output Through Executive Functions: Templates......................................................... 146
Output Through Executive Functions: Visual Reminders........................................... 148
Output Through Transition to Adulthood: Visual Presentation of Goals...................... 149
Section V Strategies for Assessment
Providing Multiple Means of Assessment...................................................................... 152
Considerations.....................................................................................................................153
Assessment Through Testing: Adapted Tests................................................................. 157
Assessment Through Testing: Retesting......................................................................... 159
Assessment Through Testing: Computer Practice Tests............................................... 160
Assessment Through Testing: Activities with Products............................................... 161
Assessment Through Testing: Entry and Exit Responses............................................ 162
Assessment Through Homework: CHOICE!.................................................................. 163
Assessment Through Homework: Family Projects........................................................ 165
Assessment Through Homework: Peer Groups............................................................. 167
Assessment Through Performance Assessment: Family Message
Journals............................................................................................................................. 169
Assessment Through Performance Assessment: Solving Real-World
Problems........................................................................................................................... 170
Assessment Through Portfolio Assessment: Ability Profiles.......................................172
Assessment Through Portfolio Assessment: Responsive Report Cards...................... 174
Assessment Through Self-Evaluation: “I Can…” Sheets..............................................175
Assessment Through Self-Evaluation: Learning Logs.................................................. 176
Assessment Through Self-Evaluation: IRS Questions................................................... 178
Assessment for Self-Evaluation: Three Cups.................................................................. 179
Section VI A Living Resource
Reflections for Additional Strategies............................................................................... 182
Theory Books.......................................................................................................................183
Strategy Books and Materials...........................................................................................184
Excerpted from Universal Design for Learning in Action: 100 Ways to Teach All Learners
by Whitney H. Rapp, Ph.D.
Brookes Publishing | www.brookespublishing.com | 1-800-638-3775
© 2014 | All rights reserved
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viii Contents
First-Hand Narratives.........................................................................................................185
Web Sites..............................................................................................................................185
References............................................................................................................................195
Index.....................................................................................................................................199
Excerpted from Universal Design for Learning in Action: 100 Ways to Teach All Learners
by Whitney H. Rapp, Ph.D.
Brookes Publishing | www.brookespublishing.com | 1-800-638-3775
© 2014 | All rights reserved
FOR MORE, go to http://www.brookespublishing.com/universal-design-for-learning-in-action
About the Author
Whitney H. Rapp, Ph.D., Associate Professor of Inclusive Education, St. John Fisher College, 3690
East Avenue, Rochester, New York 14618
Dr. Rapp is Associate Professor of Inclusive Education at St. John Fisher College, where she teaches
courses on inclusive education pedagogy, assessment, classroom management, and diversity is-
sues. Dr. Rapp holds a bachelor’s degree in elementary education and psychology from the State
University of New York at Potsdam and master’s and doctoral degrees in special education from
Michigan State University. Prior to her experience in teacher education, Dr. Rapp taught many
grade levels in a variety of settings, from fully inclusive classrooms to residential special educa-
tion schools. All of these experiences reinforced her belief that all children can learn and that all
children should learn together in inclusive settings. Dr. Rapp’s current research interests include
universal design for learning throughout the school years and college. She is the coauthor of the
textbook Teaching Everyone: An Introduction to Inclusive Education (coauthored with K.L. Arndt; Paul
H. Brookes Publishing Co., 2012), and she presents at local, state, national, and international confer-
ences on differentiation of instruction, teacher education, and inclusion. She serves on the Board
of Directors of TASH. Dr. Rapp’s spare time is spent with her husband and three children, riding
bikes, hiking, playing board games, reading, watching movies, and enjoying Owasco Lake.
ix
Excerpted from Universal Design for Learning in Action: 100 Ways to Teach All Learners
by Whitney H. Rapp, Ph.D.
Brookes Publishing | www.brookespublishing.com | 1-800-638-3775
© 2014 | All rights reserved
FOR MORE, go to http://www.brookespublishing.com/universal-design-for-learning-in-action
SECTION II
Strategies for
Engagement . . .
Through Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Through Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Through Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Through Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Through Content Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Through Social Interaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Through Executive Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Through Transition to Adulthood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
17
Excerpted from Universal Design for Learning in Action: 100 Ways to Teach All Learners
by Whitney H. Rapp, Ph.D.
Brookes Publishing | www.brookespublishing.com | 1-800-638-3775
© 2014 | All rights reserved
FOR MORE, go to http://www.brookespublishing.com/universal-design-for-learning-in-actionENGAGEMENT
Jobs
Create authentic classroom jobs. Job charts
are ubiquitous in classrooms. To engage all students,
Try This
classroom jobs should be more than just busy work. Christopher Simmons, a fifth-grade
Titles for jobs should be the same as professional teacher, has students apply and
positions so that students can gain experience in areas interview for positions of Class
of interest while feeling their efforts have a true impact Captain (takes care of morning
on the classroom community. Rather than rotating attendance and lunch count and
small jobs to every student for a brief time, consider facilitates class meetings), Archivist
offering complex jobs needing many workers that are (manages lesson materials and
assigned for longer stretches so that students can distributes handouts), Fire Chief
develop higher level skills and solve problems relating (leads the line and takes attendance
to the work. Realistically not everyone in a community during a fire drill), Chairman of the
holds every job, but each person should do something Boards (cleans the whiteboards and
to contribute to the community. Some people explore sets up the SMART Board), Mail
various jobs throughout their career, whereas others Carrier (delivers notes, paperwork
maintain one job over time. to the office or other classrooms),
Zookeeper (feeds class pets and
cleans the habitats), Interior De-
signer (creates bulletin board
Why This Works displays), Librarian (manages the
books and bins in the class library),
• Research base. Johnson and Thomas (2009) Tech Specialist (turns on and off
indicated that jobs that matter are part of caring equipment as needed), Classroom
classrooms that promote a sense of community, Super (manages classroom clean-
feelings of empowerment, and moral sensibility. up), Gofer (fetches supplies or infor-
mation from areas of the classroom
• Student involvement. Creating classroom jobs
or school), and Social Committee
facilitates the highest level of student involvement.
Members (plan parties and other
It makes it possible for teachers to step back
events).
and allow the students to completely run certain
aspects of the classroom. Students can actively
apply, interview, and evaluate their own and others’
job performances.
• Reasonable use. Training for the jobs will take more time at the beginning of the school
year but will quickly diminish when students teach each other.
• Expectations maintained. Classroom jobs up the ante for students in terms of
responsibility and self-management. In addition to academics, students are expected to
maintain the physical classroom and contribute to the community, which is a lifelong skill.
(continued)
Engagement Through Classroom Management: Jobs 29
Excerpted from Universal Design for Learning in Action: 100 Ways to Teach All Learners
by Whitney H. Rapp, Ph.D.
Brookes Publishing | www.brookespublishing.com | 1-800-638-3775
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ENGAGEMENT
30 Engagement Through Classroom Management: Jobs
• Equity and universality. The authentic nature of the jobs, IF . . . THEN
the choices provided, and the expectation that all students will
contribute to the classroom sends the message that the classroom If classroom jobs
are used so that the
belongs to everyone and is the responsibility of everyone.
teacher can determine
level of independence
and mastery on a daily
or weekly basis while
students practice and
demonstrate job-related
skills, then this can
also be a strategy for
Assessment.
ASSESSMENT
Excerpted from Universal Design for Learning in Action: 100 Ways to Teach All Learners
by Whitney H. Rapp, Ph.D.
Brookes Publishing | www.brookespublishing.com | 1-800-638-3775
© 2014 | All rights reserved
