3 main principles of UDL- Universal Design for Learning:

• engagement- the why of the learning (Perception or beliefs goals)
• representation- the what of learning (Knowledge goals)
• action and expression- the how of learning (skill goals)
  

UDL is designed to meet all student needs, and have “barrier free” lessons.

UDL lesson plan process and the USC MAT framework are similar because they are stepping stones they all build from one another. Each step is necessary to develop the learning process.

Case Study Analysis
SDG 1 looked into case study student, Sonia, an English Language Learner. This chapter tries to identify a learning disability with the student however it was determined that difficulties with language were due to second language learner issues and not a disability. Evaluation is also explored as a means to provide special education services, again it was determined that Sonia did not qualify, however from assessment, she was able to have her RTI modified to better fit her language needs (Torres & Barber, 2017).

Torres and Barber
provide a detailed overview of the history and legislative structures of the U.S. system regarding special education and the social justice issues that arise within it.

Learning goals should be S.M.A.R.T. :

• specific to a student based outcome
• Measurable by providing timely evidence
• Attainable by all students within a reasonable timeframe
• Result oriented yielding student based learning
• Time bound and regularly measured.
  
  
  

Learning objectives should be flexible and include the skills that the student should know

UDL is similar to Understanding by design (MAT program ) in that they designing to work backwards. UDL is designed with the assessment in mind to scaffold learners to become independent

Affective Networks: How learners get learners get engaged & stayed motivated. How they are challenged, excited or interested. These are affective dimensions.

Recognition Networks: the way we view environment, how we gather facts and categorize what we see, hear and read. Identifying letters, words or an authors style are recognition tasks.

Strategic Network: planning and organizing, how we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.

Formative assessment-The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.

Summative assessment-to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark
Rubrics can break up assignments into smaller parts that are aligned with standard and provide explanations of the assignments parts at an increasing level of mastery.

Assessments help to let you know what your students have learned and how effective your instruction has been. They measure students' learning (Measure the attainment of specific skills/knowledge), tell you how effective your teaching is, and to diagnose the readiness, strengths and weaknesses (your assessments should align with your learning goals).

Assessment Checklist:

• Is it consistent, Does it provide options for perception? Does it provide options for flexible physical action? Provides options for low physical effort? Minimize distractions and threats.
• Is my assessment credible? Is my assessment Flexible? Is my assessment free of Bias? Is my assessment valid? Is my assessment reliable?
  
  

Materials Media: the usage of media in the lessons; such as videos and visuals

Physical UDL environment: Emphasis on the physical space of the classroom: looking at faces, direct eye contact and giving the students autonomy to choose where they sit.

Scaffolds: Modifications, Support, Accomodations

Establishing routines for students creates an environment where students feel more comfortable to access learning.

Examples of how to use UDL as a tool:

• Direct instruction
• Q & A
• Drill & Practice
• Discussion
• Reciprocal teaching
• Cooperative Learning
• Mental modeling and problem solving
• Discovery learning
• Inquiry based instruction Problem based learning
• Case based learning

Eligibility
must have 1 or more disabilities, student's disability must adversely affect educational performance, unique needs cannot be addressed through instruction in gen ed, ages 3-21

Stage 2: Elaboration phase: makes materials memorable by putting information from the clipboard to the table top . The brain works the information into patterns to begin to process it. Mental “massaging’ and working together with neurons, coupling old and new material to grow.

Stage 3:Application: applying the newly obtained knowledge through deliberate practice and real life application. Use it or lose it. Active focus creates more myelination so that the neurons fire faster and stronger, expanding the capacity of working memory allowing for the student ability to complete higher order tasks.

Stage 1: Input: Deciding what information the brain should pay attention to. RAS filters out “noise” (environment stimuli -class room going on) putting the “chosen” info into short term memory to decide where to process (hippocampus to limbic to short term )