space.template.Angela+Johnson+Voicethread


 * UDL Guidelines – Educator Checklist Version 2 ||
 * **I.** [|**Provide Multiple Means of Representation:**] || ** Your notes ** ||
 * # [|Provide options for perception] || In my UDL I used multiple forms of perception;Being able to view the powerpoint and video, hearing what's on the powerpoint by the webcam using a magnafine glass to enlarge the text. ||
 * **1.1** [|Offer ways of customizing the display of information] ||  ||
 * **1.2** [|Offer alternatives for auditory information] ||  ||
 * **1.3** [|Offer alternatives for visual information] ||  ||
 * # [|Provide options for language, mathematical expressions, and symbols] || I have given parents different options for language including videos, webcams, websites and sign language. ||
 * **2.1** [|Clarify vocabulary and symbols] ||  ||
 * **2.2** [|Clarify syntax and structure] ||  ||
 * **2.3** [|Support decoding of text, and mathematical notation, and symbols] ||  ||
 * **2.4** [|Promote understanding across language] ||  ||
 * **2.5** [|Illustrate through multiple media] ||  ||
 * # [|Provide options for comprehension] || By including a video of an activity with a child I have visually shown how to interact with children as well as discussed strategies so parents can implement them throughout the day. ||
 * **3.1** [|Activate or supply background knowledge] ||  ||
 * **3.2** [|Highlight patterns, critical features, big ideas, and relationships] ||  ||
 * **3.3** [|Guide information processing, visualization, and manipulation] ||  ||
 * **3.4** [|Maximize transfer and generalization] ||  ||
 * **II.** [|**Provide Multiple Means for Action and Expression:**] || ** Your notes ** ||
 * # [|Provide options for physical action] || During therapy I encourage hands-on activities and allow the children to move around, wiggle, prompt deep pressure, etc. The children are encouraged to use sign language, PECS, to communicate their wants and needs. ||
 * **4.1** [|Vary the methods for response and navigation] ||  ||
 * **4.2** [|Optimize access to tools and assistive technologies] ||  ||
 * # [|Provide options for expression and communication] || Parents and children have been educated on using gestures, sign language, visual cues, picture system and verbal communication. ||
 * **5.1** [|Use multiple media for communication] ||  ||
 * **5.2** [|Use multiple tools for construction and composition] ||  ||
 * **5.3** [|Build fluencies with graduated labels of support for practice and performance] ||  ||
 * # [|Provide options for executive functions] || I make goals for children based on the parents concerns. I then make accommodations according to the activity, routine, mood, environment, etc. Not all strategies work for every child on any given day. ||
 * **6.1** [|Guide appropriate goal setting] ||  ||
 * **6.2** [|Support planning and strategy development] ||  ||
 * **6.3** [|Facilitate managing information and resources] ||  ||
 * **6.4** [|Enhance capacity for monitoring progress] ||  ||
 * **III.**[|**Provide Multiple Means for Engagement:**] || ** Your notes ** ||
 * # [|Provide options for recruiting interest] || To engage a child in an activity I use visuals, songs, objects they can touch and/or smell. When the child becomes frustrated and tries to flee the activity I prompt "one more time" and prepare them to be "all done". ||
 * **7.1** [|Optimize individual choice and autonomy] ||  ||
 * **7.2** [|Optimize relevance, value, and authenticity] ||  ||
 * **7.3** [|Minimize threats and distractions] ||  ||
 * # [|Provide options for sustaining effort and persistence] || I observe how long a child can stay with an activity at the beginning of therapy. If a child sits for 20 seconds consistently during the week, I will prompt him to sit for 22 seconds the following week and slowly increase the time and effort. ||
 * **8.1** [|Heighten salience of goals and objectives] ||  ||
 * **8.2** [|Vary demands and resources to optimize challenge] ||  ||
 * **8.3** [|Foster collaboration and community] ||  ||
 * **8.4** [|Increase mastery-oriented feedback] ||  ||
 * # [|Provide options for self-regulation] || As an educator I show and teach a child to engage in an activity. If the child has difficulties independently rotating objects, putting objects into a confined space, etc. I will prompt them to use gestures/signs/words to receive help. Using hand over hand assistance allows the child to still have control of the activity but with assistance. ||
 * **9.1** [|Promote expectations and beliefs that optimize motivation] ||  ||
 * **9.2** [|Facilitate personal coping skills and strategies] ||  ||
 * **9.3** [|Develop self-assessment and reflection] ||  ||