Universal Design for Learning in Action

100 Ways to Teach All Learners
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Universal Design for Learning in Action
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Whitney H. Rapp, Ph.D.
Special Education

Need creative ideas for moving UDL from theory to practice? Get this must-have quick guide, ready for any teacher to pick up and start using now. Whitney Rapp, co-author of the acclaimed Teaching Everyone, walks you step by step through 100 UDL strategies that strengthen student engagement, learning, and assessment. Based on the latest research (but still practical and fun!), these highly effective ideas will help you address diverse learning needs and increase all students' access to the general curriculum. Essential for every educator who wants to know what UDL really looks like, sounds like, and feels like—and how to use this proven approach to teach and reach all learners.

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STOCK NUMBER ISBN
73909 978-1-59857-390-9
COPYRIGHT PAGES
2014 224
AVAILABILITY
Available Stock

Need creative ideas for moving UDL from theory to practice? Get this must-have quick guide, ready for any teacher to pick up and start using now. Whitney Rapp, co-author of the acclaimed Teaching Everyone, walks you step by step through 100 UDL strategies that strengthen student engagement, learning, and assessment. Based on the latest research (but still practical and fun!), these highly effective ideas will help you address diverse learning needs and increase all students' access to the general curriculum. Essential for every educator who wants to know what UDL really looks like, sounds like, and feels like—and how to use this proven approach to teach and reach all learners.


100 UDL STRATEGIES FOR:
  • Classroom space and materials: The best uses of seating, lighting, bulletin boards, and more
  • Classroom management: From smoother schedules and meetings to effective transition areas
  • Technologies: Fresh ways to use blogs, videoconferencing, e-books, and more
  • Content instruction: Teach academic content with tools like music, drawing, mnemonics, and humor
  • Social interaction: Creative games and small-group activities that sharpen all kids’ social skills
  • Executive functions: Great ideas for templates, rubrics, graphic organizers, timers, and web-based materials
  • Transition to adulthood: Prepare students for the real world with charts, goal plans, and more
  • Assessment: New ways kids can show what they know—from adapted tests to family projects

Click here to watch a recording of Dr. Rapp's webinar - Supporting Behavior in the Inclusive Class
About the Author
Acknowledgments

Section I Overview
Foundational Theories
How Do All of These Foundational Theories Fit Together
What Does This Book Add to All of These
Addressing Barriers and Misconceptions
Format of the Book
Section II Strategies for Engagement
Providing Multiple Means of Engagement
Considerations
Engagement Through Space: Bulletin Board Borders
Engagement Through Space: Seating
Engagement Through Space: Lighting
Engagement Through Materials: Fidget Toys
Engagement Through Materials: Professional Equipment
Engagement Through Materials: Writing Surfaces
Engagement Through Classroom Management: Jobs
Engagement Through Classroom Management: Meetings
Engagement Through Classroom Management: Smarty Pants
Engagement Through Classroom Management: Organized Classroom
Engagement Through Technology: Interactive Whiteboards
Engagement Through Technology: Videoconferencing
Engagement Through Technology: Blogs
Engagement Through Content Instruction: Tactile Activities
Engagement Through Content Instruction: Bag of Writing Ideas
Engagement Through Content Instruction: Mnemonics
Engagement Through Content Instruction: Computer Software Programs
Engagement Through Social Interaction: Games
Engagement Through Social Interaction: Grouping
Engagement Through Social Interaction: Dice
Engagement Through Social Interaction: Redefine Bullying
Engagement Through Executive Functions: Using the Arts
Engagement Through Executive Functions: Cue Signals
Engagement Through Executive Functions: Minecraft Video Game
Engagement Through Transition to Adulthood: Bingo
Engagement Through Transition to Adulthood: Real-Life Situations
Engagement Through Transition to Adulthood: Invite People to Meetings
Section III Strategies for Input
Perception
Understanding Language, Mathematical Expressions, and Symbols
Comprehension
Considerations
Input Through Space: Food, Drinks, and Gum
Input Through Space: Nooks
Input Through Materials: Visually Accessible Text
Input Through Materials: Auditory Books
Input Through Materials: Tactile Books
Input Through Materials: Self-Amplifiers
Input Through Classroom Management: Schedules
Input Through Classroom Management: Syn-naps
Input Through Classroom Management: 10:2 Theory
Input Through Technology: FM Adapted Computer Stations
Input Through Technology: Digital Text or E-books
Input Through Technology: Note-Taking Hardware and Software
Input Through Technology: Access to Auditory Input
Input Through Technology: Access to Visual Input
Input Through Content Instruction: Peer-mediated Instruction
Input Through Content Instruction: Study Snippets
Input Through Content Instruction: Responsive Resource Posters
Input Through Content Instruction: Humor
Input Through Content Instruction: Visualizing
Input Through Content Instruction: Continuum of Abstractness
Input Through Content Instruction: Accessible Presentation Software
Input Through Social Interaction: Social Stories
Input Through Social Interaction: Social Skill Autopsy
Input Through Social Interaction: Gaming Technology
Input Through Executive Functions: Planner Options
Input Through Executive Functions: Web-Based Materials and Information
Input Through Executive Functions: Graphic Organizers
Input Through Executive Functions: Timers
Input Through Transition to Adulthood: Resource Ring
Input Through Transition to Adulthood: A-to-C Chart
Input Through Transition to Adulthood: Visual Goal Plan
Section IV Strategies for Output
Options for Physical Expression
Options for Communication
Options for Executive Functions
Considerations
Output Through Space: Mobility Supports
Output Through Space: Student-Created Bulletin Boards
Output Through Materials: Coded Assignments
Output Through Materials: Supports for Interactive Whiteboards
Output Through Materials: Writing Supports
Output Through Materials: Universal Tools
Output Through Classroom Management: Integrative Movement
Output Through Classroom Management: Transition Areas
Output Through Classroom Management: Coded Classroom
Output Through Technology: Photo Essay
Output Through Technology: Universal Computer Equipment
Output Through Technology: Communication Supports
Output Through Content Instruction: Graph Paper
Output Through Content Instruction: Socratic Seminars
Output Through Content Instruction: Student Recordings and Videos
Output Through Content Instruction: Prequestions
Output Through Content Instruction: Reading Reflection Cards
Output Through Content Instruction: Music
Output Through Content Instruction: Drawing
Output Through Social Interaction: Response Scales
Output Through Social Interaction: Mix-Freeze-Pair
Output Through Social Interaction: Rally Table
Output Through Executive Functions: Rubrics
Output Through Executive Functions: Templates
Output Through Executive Functions: Visual Reminders
Output Through Transition to Adulthood: Visual Presentation of Goals
Section V Strategies for Assessment
Areas for Assessment
Considerations
Assessment Through Testing: Adapted Tests
Assessment Through Testing: Retesting
Assessment Through Testing: Computer Practice Tests
Assessment Through Testing: Activities with Products
Assessment Through Testing: Entry and Exit Responses
Assessment Through Homework: CHOICE!
Assessment Through Homework: Family Projects
Assessment Through Homework: Peer Groups
Assessment Through Performance Assessment: Family Message Journals
Assessment Through Performance Assessment: Solving Real-World Problems
Assessment Through Portfolio Assessment: Ability Profiles
Assessment Through Portfolio Assessment: Responsive Report Cards
Assessment Through Self-Evaluation: "I Can…" Sheets
Assessment Through Self-Evaluation: Learning Logs
Assessment Through Self-Evaluation: IRS Questions
Assessment for Self-Evaluation: Three Cups
Section VI A Living Resource
Theory Books
Strategy Books
First-Hand Narratives
Web Sites
References
Index

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Reviews

Peggy King-Sears, Professor, Division of Special Education and disAbility Research, George Mason University - March 17, 2014
“Educators from all disciplines teaching students with diverse learning needs of all ages will find this book full of ideas that enrich their instruction and extend their pedagogical repertoire.”
Loui Lord Nelson, author of Design and Deliver: Planning and Teaching Using Universal Design for Learning - March 5, 2014
“A fantastic collection of strategies that support the creation of inclusive environments. Rapp’s strategies promote purposeful planning and offer straightforward connections to the research.”
Sarah Wayland, Founder, Guiding Exceptional Parents, LLC - February 25, 2014
“A terrific resource for teachers who want to support all kinds of learners . . . covers supports for learning that increase engagement, and guides teachers in choosing alternative ways to present the curriculum.”

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