Teaching Students w/ASD 4.1: Support vis UDL - Reflection

From the wide perspective of the neuro-diverse students you have encountered, how do you envision supporting these students in reaching their potential through UDL?

I think most teachers subconsciously are already using UDL in their teaching practice without thinking about the benefits the approach has for learners with exceptionalities. When I read a bit more about UDL, I realized universal supports were part of my practice, though the one thing missing was that I hadn't designed my lessons or classroom with this approach in mind. 

Considering UDL in my classroom, it would look like a learning environment that has spaces for collaboration (group and partner work) and other spaces for working independently. It would sound like children talking to their peers at times and quiet at others depending on the activity -but most of all it would feel calm. It would have minimal wall decor and natural materials and muted colours rather than bright colours with natural light and plants. I often look to Reggio-Emilia designs for inspiration.

Image courtesy of Canva.com

The learning activities would move through unstructured to moderately structured to highly structured throughout the day. Expectations for unstructured activities would be communicated visually through chart or poster as well as with written words, and practiced plenty!

Structured math lesson (Image courtesy of Canva.com)

Learning would take place inside the classroom, in the gym, at the garden, and on the playground.
The day plan would be communicated through a visual schedule in a pocket chart and addressed at the morning meeting. 

I use the structure of Hertz and Mraz (2018) to plan my day and structure it around reading, writing, math, inquiry, and specialty class like (art, music, or gym) with time for choice 4 times per day. This schedule seems to provide students with ample opportunity to find enjoyment and engagement in learning activities. These also align with UDL. 

Image from Hertz and Mraz, 2018 p. 65

Reference:

Hertz, C., & Mraz, K. (2018). Chapter 3: The emotional environment. In Kids first from day 1: A teacher's guide to today's classroom (pp. 57-105). Portsmouth, NH: Heinemann.