A cue card that has a “my turn” visual., When to use: , Use when teaching turn-taking. Use during games, shared play, and other social activities. , How to use: , Present the card to the student so that the “my turn” text and icon face them. Direct them to begin with a verbal of “Your turn”. When the student finishes their turn, they should slide the card back to you and say “Your turn.” , Teaching Using a Turn-taking Card: , Start by selecting a preferred item or activity that you will use to teach the student the skill of turn-taking (e.g.- a game in which one player acts at a time or a toy that can only be played with by one person at a time). Place the “My turn” card in front of the student and hand them the item. During the student’s turn, model appropriate waiting behavior and narrate your actions- e.g. “It’s…, Tip: , Two-player games and sharing a single toy are good starting points for teaching a student how to take turns. , Variations: , After a student is proficient with taking turns with one person, introduce additional partners. Pass the card among partners to indicate whose turn it is.
Type: Resource General
A teaching strategy that uses a video recording to model a targeted behavior or skill., When to use: , To teach a wide variety of behaviors and skills. , How to use: , Identify and create a goal for the target behavior/skill to be taught. Create a task analysis of the skill. Collect baseline data to identify skills the student may already have. Begin teaching at the step the student cannot complete independently. This may or may not be the first step. Gather equipment: You will need a recording device (such as a video camera, IPad, etc.) and a playback…, How to teach: , Identify the environment for showing the video to the student. Teaching/practice should be in the most natural setting/routines. Determine when and how often the video will be shown. Ensure materials used in video matches materials used in practice. , Show the video: , Staff may prompt during showing if needed to maintain student’s attention. Show the video a predetermined amount of times prior to expecting the student to practice the target behavior/skill. Reinforce practice of target behavior/skill. Monitor the data trends and make adjustments as necessary. This could be changes such as: revising task analysis, re-recording video, adding voice-over,…, Tips: , If the student is not making progress: Does the student have the prerequisite skill of imitation? Are changes needed to the video modeling procedure? Is the video too complicated? Is the student attending to the relevant parts of the video? Is the student watching enough times per week? Is the prompting level appropriate? Is the reinforcer strong enough and given at the appropriate rate? , Variations: , Video self-modeling: The student is the model in the video. Appropriate to use when the behavior/skill is already in the student’s repertoire but they may need to use it more often, or consistently. Point-of-view video modeling: This type shows how the behavior/skill will look from the student’s perspective (think of the view if a camera was fixed to a helmet.) Appropriate to use when a…
Type: Resource General
Teacher controlled visual countdown that is flexible regarding time., When to use: , Use to help with transitions from one activity to another. No specific amount of time is shown, so the timing of the countdown is flexible and determined by the teacher. The amount of time represented through the visual may change based on student needs and the need to coordinate with other classroom activities. Use to subtly lessen time spent on preferred activities or work on lengthening time…, How to use: , Show the visual to the student and say some variation of, “In 5, we will put our books away”, “In 5, we will turn off the computer”. (Remember, these are not specific, named, units of time. They represent approximate intervals the teacher has in mind.) When appropriate, remove a visual (number, icon) and update the student as to how many intervals are left.. Repeat until each of the visuals has…, Tips: , If your student becomes frustrated with an activity, you might remove visuals from the countdown more quickly. This helps maintain behavioral momentum. To extend an activity, remove visuals more slowly. Teach this tool during a time that is not challenging for the student. , Variation: , Use readily available resources such as whiteboards and dry erase markers, sticky notes, paper, your fingers, etc. as a visual. You can create a timer on the fly!
Type: Resource General
A visual that provides students with the time remaining before a transition., When to use: , Showing the amount of time left before a transition , Tips: , Keep the timer placed where the student can see, so that they can keep track of how much time is left. For some students you may need to place the timer where they can see it, but cannot reach it. , How to use: , Show the student the timer. Set the timer for the desired amount of time and explain this to the student. Tell the student what will happen when the time is up. Occasionally, remind the student how much time is left and what will happen when time is up. This may sound like, “Five minutes until art is over, then we will clean up.” It may be important to provide your student more frequent…, Variations: , Silent timers that use lights or vibrations to signal time are an alternative for students sensitive to noise or with hearing impairments. Allow the student to help you set the timer to begin supporting independence when setting and using timers.
Type: Resource General
A visual reference to help students understand appropriate voice levels in different settings., When to use: , Use to regulate voice level. , How to use: , Introduce the student to the voice meter visual. Demonstrate and practice talking in the volume of each assigned voice level (ex. whisper, normal talking voice, playground voice, etc.). I n the classroom or when going to a new environment, show the student the meter and remind him of the appropriate voice level for the setting. Use the visual to redirect the student if their voice level does…, Variations: , Utilize a voice meter visual as a tool for management of voice levels of the entire class.
Type: Resource General
Signals a period in which the student must wait., When to use: , Use in situations where the student must wait in line, must wait for an item, or must wait for an activity. Use to teach turn-taking skills during games, shared play, or class activities. , How to use: , Present the card along with a verbal direction such as “Wait”, or “You are waiting”. When the student no longer needs to wait, remove the card and tell the student “Good job waiting. Now you may…..” Teaching Using a Wait Card Start by selecting a preferred item or activity that you will use to teach the student the skill of waiting (e.g.- a game in which turns are taken or a toy that can only be…, Tip: , Use when the student is not able to access an item immediately. “Yes, you may use the computer, but you need to wait 5 minutes” (or “wait until reading is over” or “wait until Jose is finished”).
Type: Resource General
A visual daily check-in., When to use: , Use at the beginning of the school day- as students enter the classroom or at opening circle. Use when a student asks about the location of a peer or staff member., How to use:, Decide if only students or students and staff will be represented. Have students move their own picture from “home” to “school”. Communicate with students about who is at home and who is at school., Tip: , Incorporate a song to go along with this tool.
Type: Resource General
In this course, you will get a basic overview of the UDL framework, including its structure, curricular components, and the research behind it. You will understand the alignment between the three brain networks for learning and the three UDL guiding principles. This course is the first of five modules in which you will explore a teacher’s journey through several days of professional learning and…
Type: Learning Opportunity
The Universal Design for Learning (UDL) Professional Development Series consists of five online courses, developed and intended to be completed in sequential order.
Type: Learning Opportunity Series
In this course, you will gain an in-depth understanding of the UDL principle of Multiple Means of Engagement and the associated checkpoints. Through scenarios, examples, and activities, you will explore sample lesson plans and apply your understanding of how and when to utilize the UDL strategies associated with this principle. This course is the third of five modules in which you will explore a…
Type: Learning Opportunity
