UDL

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. Provide Multiple Means of Representation ** || The Emotions unit provides access to the information through different sensory modalities such as: - Videos to model emotions - Pictures to capture facial expressions - Recorded sounds to emphasize people’s thoughts and feelings || The Emotions Unit provides materials in written language as well as in picture ([|Book Builder]) or symbol format ([|Writing with Symbols 2000] stories) || The Emotions Unit provides multiple means of representation by using graphs and concept maps such as [|Kidspiration]. The teacher also bridges key concepts such as the importance of having friends and being part of a society before teaching emotions and emotions management. ||
 * **
 * __Perception:__
 * __Language and symbols:__
 * __Comprehension:__

The Emotions Unit concepts can be modified to be accessed by low functioning students or students with physical impairments. For example emotion pictures can be printed and inserted in a [|Go Talk 4]GoTalkFour or in different other communication devices. || The Emotions Unit offers different opportunities of expression for the students. For example the students can do their homework by: - writing a composition - taking pictures of their family and friends - record voices of their friends - drawing || The Emotion Unit provides students with - controlling prompts (verbal or modeling prompts) - teacher examples (teacher mirror modeling of emotions) - guides for breaking down instructional goals into short term objectives (“Focus only on your mouth to express happiness” and later “Use eyebrows and mouth to express happiness.”) ||
 * II. Provide multiple means of action and expression ||
 * __Physical action:__
 * __Expressive skills and fluency:__
 * __Critical thinking – executive function:__

The Emotions Unit contains a variety of materials in different formats designed to get the student;s attention. A few examples include: - videos - matching games - mirror practice - break time activities (Mind Reading games) - role playing, etc. || The materials in the Emotion Unit are at an appropriate developmental level for the students (lower functioning and high functioning students). Long terms goal are divided in short term objectives. (Examples: How to deal with bullies – the instruction is broken down in small, easy to understand steps) || During the Emotions unit students benefit of checklists, prompts, easy to follow steps for reaching long term goals. During the [|Book Builder]BookBuilder activity (Marcus likes his new friends) the students benefit from supporting information from their coaches. Self assessment and reflection: - use video cameras to videotape facial expression or role playing ||
 * III. Provide multiple means of engagement ||
 * __Recruiting interest (include websites):__
 * __Sustaining effort and persistence:__
 * __Self-regulation:__