College of Education

“The College that Prepares Teachers as Facilitators of Active Learning”

Department of Special Education

SPED 413.001: Universal Design for Learning: Addressing Learner Variability

Spring 2018

Instructor: Brittany E. Lewis, M. Ed

Contact Information:
Electronic Mail: belewis@towson.edu
Office Phone: 410-704-2781
Office Location: Towson University Main Campus – Hawkins Hall – Room 107J
Mailbox Location: Towson University Main Campus – Hawkins Hall – Room 304
Office Hours: Mondays 12:30 – 2:30 P.M, Thursdays 1:00 – 3:00 P.M., & by appointment
*Available for individual/group conferencing following each class session.

Class Sessions: Mondays 9:00 A.M. – 11:50 A.M.

Class Location: Towson University Main Campus – HH0112

Towson University College of Education’s Mission: To inspire, educate and prepare educators as facilitators of
active learning for diverse and inclusive communities of learners in environments that are technologically advanced.

Conceptual Framework: All students should be able to identify and discuss the Conceptual Framework. It is our
mission statement that is operationalized by required content, professional and pedagogical national, state, and
institutional standards. To review the entire document, visit the web site at:
http://www.new.towson.edu/coe/cf2006/index.asp

Required Readings:
Gierach, J. (Ed.). (2009). Assessing students’ needs for assistive technology (ASNAT): A resource manual for school
district teams (5th ed.). Milton, WI: Wisconsin Assistive Technology Initiative (WATI)
Retrieved online at http://www.wati.org/?pageLoad=content/supports/free/index.php

Meyer, A., Rose, D. H., & Gordon, D. T. (2014). Universal design for learning: Theory and practice. Wakefield, MA:
CAST Professional Publishing, an imprint of CAST, Inc.
Accessible here: http://udltheorypractice.cast.org/login )

Modules:
 Autism Internet Modules (AIM) http://www.autisminternetmodules.org/
 Autism Focused Intervention Resources and Modules (AFIRM) http://afirm.fpg.unc.edu

Other Highly Recommended Texts:

Dell, A. G., Newton, D.A., & Petroff, J. G. (2017). Assistive technology in the classroom: Enhancing the school
experiences of students with disabilities (3rd ed.). Boston: Pearson.
Nelson, L. (2014). Design and deliver: Planning and teaching using universal design for learning. Baltimore: Brookes
Publishing Co.

Ralabate, P. (2016). Your UDL lesson planner: The step-by-step guide for teaching all learners. Baltimore: Brookes
Publishing Co.

Tk20 Syllabus Statement: TU’s College of Education uses Tk20 Higher Ed™ as a comprehensive online data
management system for all activities in programs leading to certification for teachers or other school personnel. All
signature assessment assignments, internship evaluations and other identified documentation must be submitted
through the student’s Tk20 account. A subscription to Tk20 can be purchased online at
https://towson.tk20.com/campustoolshighered/shiblogin or in the TU Bookstore. The cost online is $110 and provides
7 years of access.

Supplemental Readings: Additional readings may be assigned to supplement the text and c lass discussions. These
readings will be accessible through the course Blackboard site.

Catalog Description: Practical application of Universal Design for Learning (UDL), using instructional and assistive
technologies to support learner variability and enhance student achievement. In addition, this course will highlight
strategies for increasing the access of students with disabilities to the general education curriculum under IDEA.
Prerequisites: Consent of department.

Course Objectives: The course objectives are aligned with the current professional knowledge and skills as defined
by the Interstate Teacher Assessment and Support Consortium (InTASC) and the Council for Exceptional Children
(CEC).

Listed below are the specific course objectives and the specific alignment to the professional standards that are
addressed by the course. An asterisk (*) indicates mastery of the specific standard that will be addressed by the
course assessment.

CEC Preparation Standards* InTASC Teacher Standards*

A. Learners and Learning A. Learner and Learning

1. Learner Development and Individual Learning 1. Learner Development

Differences* 2. Learning Differences*
2. Learning Environments 3. Learning Environments
B. Content B. Content

3. Curricular Content Knowledge* 4. Content Knowledge*

5. Applications of Content*
C. Instructional Pedagogy C. Instructional Pedagogy

4. Assessment 6. Assessment
5. Instructional Planning and Strategies* 7. Planning for Instruction*
8. Instructional Strategies*
D. Professionalism and Collaboration D. Professionalism and Collaboration
 CEC Preparation Standards* InTASC Teacher Standards*

6. Professional Learning and Ethical Practice 9. Professional Learning and Ethical Practice
7. Collaboration 10. Leadership and Collaboration

CEC Preparation Standards*, InTASC Teacher Standards*, and College of Education Standards*
11. CEC Technology Standard: Technology*
Teachers are expected to routinely use technology to support student learning and assessment. Use
of technology has been embedded within the CEC and the InTASC standards. To ensure a clear
connection between courses taught within the College of Education and the use of technology, the
College of Education developed a standard specifically addressing technology within education (i.e.,
COE Standard 11). COE 11 also aligns with the Maryland Teacher Technology Standards
http://www.towson.edu/coe/ncate/preparation/documents/MDTchrTechStdsMTTS.PDF

Course Objectives Continued:

1. Recognize the impact of learner variability and apply this knowledge to create lessons that integrate instructional
technology and support implementation of the Maryland College and Career Readiness Standards (CEC 1, 3, 4, 5;
InTASC 2, 4, 5, 6, 7, 8; TU COE 11).
2. Apply the Universal Design for Learning guidelines as an instruc tional framework to support all learners (CEC 1, 5;
InTASC 2, 6, 8).
3. Understand, develop and apply the SET T framework in order to evaluate student strengths, needs, and learning
environment to facilitate appropriate selection of assistive technologies across the AT continuum (CEC 1, 2, 4, 7;
InTASC 1, 2, 6, 10; TU COE 11).
4. Justify the selection of appropriate augmentative and alternative communication systems and assistive
technologies to support the communication and learning of individuals with exceptionalities (CEC 5, InTASC 7, 8).
5. Share and disseminate information and technology resources with students, staff and families (CEC 3, 6, 7;
InTASC 3, 9, 10).

High Leverage Practices:

What are high level practices (HLPs)?

High-Leverage Practices (HLPs) focus on the teacher-candidate practicing important clinical skills and receiving
specific feedback of these practices during the completion of both education courses and the internship experience.
HLPs are the basic and most essential components of teaching. The nature of “high-leverage” refers to their
importance for students’ learning and the focus on these allows a teacher to advance his or her teaching skills. The
HLPs listed below are the skills, specific to special education, which will be practiced most directly in this course. The
instructor will incorporate these in instruction, offer students an opportunity to practice them, and will provide
feedback to students as they implement them over the course of the semester.

CEC HLP #12 (Instructional Domain):

Systematically design instruction toward a specific learning goal.

CEC HLP #19 (Instructional Domain):

Use assistive and instructional technologies.
Essential Dispositions for Educators: At Towson University, we recognize the importance of preparing candidates
who are worthy to join the education profession. All students enrolled in the Professional Education Unit programs
are expected to develop a professional conscience by demonstrating important human characteristics and
dispositions necessary to work with diverse and inclusive communities of learners. Following is a list of dispositions,
including important diversity proficiencies, which have been identified as core behaviors expected of all graduates of
all Unit programs. As candidates progress through coursework and field experiences, they are expected to
demonstrate increased understanding and eventual mastery of these dispositions.

Commitment to Professional Practice

The successful candidate:
 Respects and models high academic standards, and demonstrates proficiency in academic writing
and professional oral presentation.
 Demonstrates a repertoire of pedagogical skills that develop all students’ critical and
independent thinking, and performance capabilities.
 Uses ongoing assessment as an integral part of the instructional process.
 Reflects on practice regularly in order to improve student learning.
 Makes decisions based on ethical and legal principles, including respect for confidentiality.

Caring for the Success and Well-being of All Students

The successful candidate:
 Believes that all students can learn and persists in facilitating their succ ess.
 Accepts and demonstrates responsibility for improving learning for all students.
 Values cooperation with colleagues, students, and families by respecting their views on
improving student achievement.
 Models the virtues of an educated person, including the drive to work hard and become flexible.
 Demonstrates culturally responsive teaching and celebrates cultural differences.

Collaboration with Colleagues and Stakeholders

The successful candidate:
 Establishes and contributes to a positive learning climate for all students.
 Engages in continual learning and discussion with other professionals.
 Recognizes families, colleagues, and supervisors as partners in teaching and learning by
creating opportunities to involve them in instructional decisions.
 Seeks expert knowledge in order to improve teaching and learning.
 Accepts suggestions and implements changes to improve professional practice.
 Course Policies

Attendance: Per the 2017-2018 Undergraduate Catalog, students are expected to attend all c lasses and actively
participate in all class sessions. Prior notification of intended absence to the instructor is required. Punctuality is also
expected, and the student is expected to remain for the entire class period. Habitual tardiness or excessive ea rly
departures of 30 minutes or more will result in loss of grade points. Please adhere to the instructor’s attendance
policies stated below:
 Excused absences – 0 points deducted from final grade – requires documentation and must be related to
one of the following circumstances: illness or injury in which the student cannot attend class, religious
observance, participation in university activities at the request of university authorities, or compelling
verifiable circumstances beyond the control of the student.
 First unexcused absence – 0 points deducted from final grade
 Second unexcused absence – 3 points deducted from final grade
 Third unexcused absence – 6 points deducted from final grade
 More than three unexcused absences – a minimum of 10 points deducted from final grade

If the student is absent when an assignment is due, the student is still responsible for submitting the
assignment on time, unless prior arrangements are made.

In the event of an absence, the student is responsible for all material covered during the period of their
absence and should make arrangements with a peer to access information (i.e., obtaining all notes,
handouts, and quizzes and assignments)

Class Cancellation: In the event of inclement weather, please listen for announcements of Towson University
closings, which are made by WBAL (1090 AM), on TV, on the TU web, and through TU text messaging. In the event
of a cancellation, you will be provided with an applicable on-line or other alternative assignment that requires
comparable instruction and time to complete.

Participation: The student is expected to actively participate in class discussions and group work. Reading the
assigned text book chapters and supplemental reading is mandatory. The text was carefully chosen by the instructor
and will be utilized as a tool to facilitate learning in this course.

Due Dates/Late Assignments: Students are responsible for submitting all assignments on time. Assignments must
be submitted on the due date, unless otherwise specified. If you cannot access Blackboard or will be absent from
class, email the assignment to the instructor from your Towson email account. Students who are struggling to
complete any assignment by the required due date must contact the instructor in advance to discuss
concerns. Assignments submitted late without prior consultation with the instructor will lead to a 10%
deduction (full letter grade) with each day the assignment is late.

Any changes to due dates, as posted on the tentative course schedule, will be discussed throughout the semester.

Professionalism: It is expected that all students in this course will conduct themselves in a professional manner.
This includes interpersonal dealings, conflict resolution, and managing responsibilities with college staff, fellow
students, and field placement personnel. The final grade may be lowered by one full letter grade for inappropriate
behavior and/or failure to demonstrate the characteristics described in the essential dispositions.

Email Communication: All electronic communication regarding this course will be through the student’s Towson
University email account only. All email communication to the instructor will be written in a professional format.
Emails will contain a professional greeting and complete sentences which will be free of spelling errors and
grammatical mistakes. Unprofessional emails will not be addressed by the instructor.
Web-Enhanced Course: Routine access to electronic mail and Blackboard is crucial to participation in this class. All
students will be required to log on to the Blackboard website to access the syllabus and frequently throughout the
course to obtain updates, handouts and resources. Supplemental readings, internet links, and other resources for
completing assignments may be accessed through the Blackboard website. Course handouts or other materials to be
discussed during each class session will be posted on Blackboard for students. Students should either have
electronic access to all Blackboard handouts or bring a copy with them to class. Hard copies of all handouts and
other related materials may not be provided during class sessions; therefore students must make
arrangements to access them electronically in advance.

Use of Electronic Devices: Personal use of cellular phones, iPads and iPods are prohibited during the duration of
class, unless they are incorporated through the use of the instructor to compliment instruction. The use of a laptop
during class will be for coursework only. Inappropriate use of electronic devices during class will be addressed by the
instructor.

Concentration Statement: When completing projects and/or assignments in this course, TU students should select
or will be assigned topics/observations which focus on the educational level of PreK-12 students in their declared
area of special education concentration, e.g., infant/primary, elementary/middle or secondary/adult.

Group Projects: Group projects require equal participation among ALL members of the group. Upon the discretion
of the instructor, individual assignments or one group assignment may be required for submission. In both cases,
individual grades will be assigned to each member of the group and the grade assigned may vary among members
of the same group. The instructor has the discretion to assign different grades among the group based on
participation, quality of work, and critique of other group members.

Meetings: The instructor is available for meetings during office hours and by appointment. It is recommended that
students who feel they are having difficulty with the course or may need clarification meet with the instructor as early
as possible.

Assignment Standards: All assignments are to be of publication quality and adhere to the standard APA format
(see APA 6th Edition Publication Manual). There are NO make-up assignments for a low performance on any of
the requirements. The instructor reserves the right to make copies of your papers at her discretion. Please use
PERSON FIRST LANGUAGE when writing about children/people with disabilities.

American Psychological Association (APA) Formatting and Style: The standard format for any written work in
the College of Education is APA, unless otherwise indicated by the instructor. If you are unfamiliar with APA, it would
benefit you to purchase the Publication Manual of the APA (6th ed.).
Additional resources for APA formatting are:
1. Towson University Cook Library website - http://cooklibrary.towson.edu/styleGuides.cfm#APA
2. Special Education library liaison (Claire Holmes) is also available to assist you with applying
professional writing standards. Her contact information is located at http://pages.towson.edu/cholmes.
3. APA tutorials at http://apastyle.apa.org/learn/ The tutorial for new users takes less than 22 minutes to
complete.
4. A highly recommend resource is the Purdue Online Writing Lab (OWL)
http://owl.english.purdue.edu/owl/resource/560/01/
While the additional resources may be helpful, they should not be considered a substitute for directly
consulting the APA manual (6th ed.).

Student Academic Integrity Policy-Honesty & Behavior Policy: All students are expected to adhere to the
Student Code of Conduct as outlined in the student Policy Book and summarized in the Student Handbook.
Plagiarism and cheating are not acceptable behaviors. Academic Integrity: Students in this course are expected to
exhibit academic integrity at all times. Be aware plagiarism is presenting someone else's work as your own,
whether the act is deliberate or unintentional is irrelevant. You must take great care to give credit to an author
when you borrow either exact words or ideas. Generally, if you use 4 or more words consecutive words from a
document, you should use quotation marks and a proper citation. Academic dishonesty will be reported to the
appropriate authorities and handled as outlined in your student handbook. Students are encouraged to consult the
following website for specific details: http://www.towson.edu/provost/resources/ studentacademic.asp

Diversity: Diversity is a broad, dynamic term that includes, but is not limited to, ethnicity, race, gender,
socioeconomic status, exceptionality, language, religion, sexual orientation, gender identity, and geographical
location. Our values, beliefs, customs, and behaviors are shaped by any one or any combination of these attributes.
The lens through which our perceptions of diversity are constructed continuously change as a result of not only the
context within which diversity is examined, but also the evolving of our individual sense of self.

The Department of Special Education at Towson University recognizes the importance of diversity in the
development of the knowledge, skills, and dispositions required of professional educators. Each course within the
department provides students in teacher preparation programs with various information, activities, and assignments
to guide them in developing the knowledge, skills, and dispositions that will enable them to work within diverse
communities.

MSDE Institutional Performance Criteria for Diversity: Programs prepare professional educators to teach a
diverse student population (ethnicity, socio-economic status, English Language Learners [ELL], giftedness and
inclusion of students with special needs in regular classrooms).
A. The program provides instruction to - and assesses proficiency of - teacher candidates in developing and
implementing integrated learning experiences for diverse student needs
B. The program provides instruction to - and to assesses proficiency of - teacher candidates in planning
instruction, adapting materials, implementing differentiated instruction, and to provide positive behavior
support for students with disabilities in an inclusive classroom
C. The program provides instruction to - and assesses proficiency of - teacher candidates in how to
differentiate instruction for English Language Learners (ELL)
D. The program provides instruction to - and assesses proficiency of - teacher candidates’ in how to
differentiate instruction for gifted and talented students
E. The program provides instruction to - and assesses proficiency of - teacher candidates in how to
collaboratively plan and teach with specialized resource personnel

Within SPED 413, ways of developing the necessary knowledge, skills, and dispositions are reflected in the signature
course assignment that requires students to develop a universally designed lesson plan that models flexible
approaches that can be customized and adjusted for individual needs. This lesson includes a focus on meeting the
needs of all learners, including those identified as having special needs, ELLs, and/or Gifted and Talented.

Americans with Disabilities Act Compliance: Towson University is committed to providing equal access to its
programs and services for students with disabilities, in acc ordance with Section 504 of the Rehabilitation Act of 1973
and the Americans with Disabilities Act of 1990. Disability Support Services is the office designated to provide
reasonable accommodations to students with disabilities. If you are a student with a disability and believe you
may need accommodations for this course, please notify me with a memo from Disability Support Services
(DSS). Since accommodations are not retroactive, it is strongly recommended that you provide me with
notification as early as possible in the term. To register with DSS, or if you have questions about disability
accommodations, contact Disability Support Services at 410-704-2638, or visit the DSS office in the
Administration Building, Room 232. Students seeking accommodations must identify th emselves to DSS,
request an appointment to discuss their needs, and provide DSS with up -to-date and complete
documentation of their disabilities. DSS determines what accommodations are reasonable on a case-by-case
basis, taking into account the student’s disabilities and needs, nature of their learning task, course standards and
essential requirements of the program of study, and educational environment. Students are encouraged to register
with DSS as soon as possible after admission to the University to en sure timely provision of services. Please
note: Towson University’s DSS office is willing to meet with students at the TUNE building. An appointment is
necessary.

Incomplete (I): Please note that the grade of (I) is assigned at the end of the term because of verifiable medical
reasons or other documented circumstances beyond the control of the student. Unless the course is completed within
the 180 days, the grade becomes an (F) unless changed to another letter grade. It is the responsibility of the student
to make arrangements to complete course requirements to change the grade of (I). Please refer to the Towson
University Graduate Catalog or Towson University Undergraduate Catalog for additional information.

Repeating a Course: Students may not repeat the course more than once without prior permission from the
Academic Standards Committee.

Withdrawals: Withdrawals must be completed by the date designated in the Towson University Graduate Catalog or
Towson University Undergraduate Catalog. Failure to withdraw by the designated date will results in a grade of “W”
on your permanent record.

Course/Instructor Evaluation Procedures: Student evaluations play a crucial role in the delivery of this course. All
course evaluations will be administered online during the last two weeks of the course. You will receive an email with
a link to the website with directions on how to access the survey. It is vitally important that you complete the survey,
as the results are used to modify the course and assess my teaching, and the University uses the results to address
technology and facility needs. You can be assured that your responses will be confidential as the results will be
transmitted to me after the grading period and they will not include any identifying information.

Important Towson University Phone Numbers & Web Sites:

 Academic Achievement Center: http://www.towson.edu/aac/
 Blackboard: https://bbweb.towson.edu/webapps/portal/frameset.jsp
 Cook Library: 524, 410-704-2291 | http://cooklibrary.towson.edu/
 Counseling Center: 410-704-2512 | http://www.towson.edu/counseling/
 Disability Student Services: 410-704-2638 | http://www.towson.edu/dss/
 Email: https://tiger.towson.edu/webmailgateway/
 Writing Lab: Linthicum Hall – Room 308 | 410-704-3426
 Writing Support Center: Linthicum Hall – Room 201-B | 410-704-2857
 Course Assignment Descriptions and Rubrics

1. Graphic Organizer and Assessment: Using the Graphic Organizer Menu (i.e., On the G.O. Menu), students
(individually, pairs, or small groups) will be assigned each week to create a graphic organizer based on the
information covered in an assigned reading. The graphic organizers should substantially summarize key information
or essential takeaways from the reading. The completed graphic organizer then should be shared with peers through
Padlet. Access EESE 413 Padlet Here: https://padlet.com/belewis/2ua4ehdxagdv

Based on the takeaways identified in the graphic organizer, student(s) will identify an assessment tool using the
Assessment Appetizer Menu and create a 5-10 question assessment to administer to their peers at the beginning of
that week’s class session.
****Prior to administering the assessment, the graphic organizer should be presented and discussed.
Following the assessment, peers’ assessment results should be e-mailed to Professor Lewis by the end of
the day.

Graphic Organizer and Assessment Points

1 Possible Points
(GO & A) Received
No Evidence Evidence
 The graphic organizer substantially summarizes key 0 5
information and essential takeaways from the reading.
Comments: 0
 The completed graphic organizer have been submitted No Evidence Evidence
on Padlet and identifies the week number, assigned 0 5
reading, and student name(s).
 The graphic organizer was presented and discussed in Comments: 0
class prior to the assessment.
 The 5-10 question assessment administered to peers No Evidence Evidence
emphasizes key information from the assigned reading 0 5
 The assessment results have been e-mailed to Dr. K. Comments: 0
0- 60- 70- 80- 90-
60% 70% 80% 90% 100%
 Average score across all administered assessments. 2 4 6 8 10
Comments: 0

Total
Out of 25

2. Application Products Toolbox: Students will work with their mentor teacher to identify 5 application products
from the choice menu below that will be integrated into their classroom instruction or learning environment to support
diverse learners. These products should be authentic in nature and address a barrier, enhance instruction, or some
type of instructional demand that students have identified within their internship experience. These application
products will provide hands-on practice with technology skills that you can use with students to meet their academic
and behavioral goals, and to provide a local elementary school with high quality, flexible resources that enhance a
learner-centered environment. Students are also encouraged to think beyond the menu options below and bring
other suggestions to the professor.

At least 3 of the products must employ or require the use of technology (e.g., Promethean Board, SMART Board,
iPads) and all 3 UDL Principles below should be addressed with at least 1 product (i.e., engagement, representation,
action and expression).
 Students will create these materials and share them with their mentor teacher and on their individual Weebly.

Points
2 Application Products Toolbox Possible Points
Received
No Evidence Evidence
 5 Application Products were created, presented to the class, and 0 5
then shared with the mentor teacher.
Comments: 0

 At least 3 of the Application Products employ or require the use of No Evidence Evidence
0 10
technology and all each of the UDL Principles have been
addressed with at least 1 product. Comments: 0
No Evidence Evidence
 The specific UDL Principle, Guideline, and Checkpoint is identified 0 5
for each of the Application Products using the template provided.
Comments: 0
 Using the template provided, each Application Product includes a No Evidence Evidence
paragraph on: 0 20
 How the product should be applied or used by teachers
and/or students.
 Why the product represents the identified UDL Comments: 0
Checkpoint(s).

Total
Out of 40
3. Universally Designed Lesson Plan (UDL LP): The purpose of this signature assessment is to develop a
universally designed lesson plan that is accessible to all students, including students with disabilities. Successful
completion of this assessment will demonstrate your knowledge of the UDL framework as well as your competence in
the selection of appropriate technology based on individual needs. This lesson plan contains multiple
components, and drafted sections that will be submitted throughout or near the end of the semester for
feedback prior to the final submission.

Components of the UDL Lesson Plan include:

 Class description
 Assistive Technology (must use SETT framework)
 Lesson Plan (must use UDL Exchange and specific template)
 Synthesis and Reflection

Students will load their final version of the UDL Lesson Plan to Tk20 for grading. Please see the beginning of the
syllabus for more information on the system.

Please review the following pages for more information about the signature assessment and rubric.

Elementary Education – Special Education (EESE) – Undergraduate

Assessment #7

Universally Designed Lesson Plan (UDL) Directions

Outcomes: The teacher candidate will develop a lesson plan using the Universal Design for Learning (UDL)
framework to support ALL learners, including those with disabilities, English Language Learners, and students
identified as Gifted and Talented. This plan should also demonstrate the teacher candidate’s competence in the
selection of appropriate assistive technology tools based on individual needs.

CEC/ InTASC/ELEM Standards Addressed: Although this assessment requires teacher candidates to consider all
CEC and InTASC Standards during planning, the following standards 13 are assessed for mastery: CEC Standards
1, 3, and 5; InTASC Standards 2, 4, 5, 7, and 8; ELEM 1, 2, 3, and 4. To ensure a clear connection between courses
taught within the College of Education and the use of technology, the College of Education developed a standard
specifically addressing technology within education (i.e., COE Standard 11). COE 11 also aligns with the Maryland
Teacher Technology Standards. TU COE 11 is also addressed by the Signature Assessment.
*Primary Focus – Standards: CEC 1, 3, 5 / InTASC 2, 4, 5, 7, 8 / ELEM 1, 2, 3, 4
Teacher Candidate Directions for the Completion of the Universally Designed Lesson Plan

The teacher candidate should use these directions as well as the rubric to complete the assignment.
 Class Description and About the Lesson (5 Points):
o Provide a class description with age, grade level, content area and a brief description of the
technology (hardware and software) available in the classroom.
o Describe any prerequisite information, skills, or resources students would need in place in order to
successfully approach the lesson.
o Identify the appropriate Maryland College and Career-Ready Standards that serve as the basis for
the lesson
o Using the provided case studies, choose and describe two students from the class who have
assistive technology needs. One student must have a high incidence disability and one student
must have a low incidence disability that includes communication needs. Describe the strengths
and needs of each of these students.
o In addition to the two students with identified disabilities, briefly describe a student who is an
English Language Learner (ELL).
o In addition to the two students with identified disabilities, briefly describe a student who has been
identified as Gifted and Talented (GT) or, for younger students, Primary Talent Development (PTD)
 Lesson Plan (30 Points): (use UDL Exchange: http://udlexchange.cast.org/home)
The following sections will be included:
o Goals
o Assessments
o Instructional Methods
o Materials (be sure to include all tools suggested in your SETT framework)

 Assistive Technology (10 Points): (use SETT template provided)

o Complete a SETT framework for the two students from the class description who have assistive
technology needs.
o **A minimum of one low and one high tech tool for each of the two students identified as having
disabilities should be embedded in the lesson plan.

 Synthesis and Reflection (10 Points): (use template provided)

o The synthesis is clear, accurate and professional and fully explains how the teacher candidate has
demonstrated mastery of:
 Learner Development and Individual Learning Differences (CEC 1; InTASC 2; ELEM 1)
 Knowledge of technology to support variability
o e.g. English Language Learners, students identified as GT/PTD
 Selection of appropriate assistive technologies to support students with IEPs
 Identification of student communication needs

 Instructional Planning and Strategies (CEC 3, 5; InTASC 4, 5, 7, 8; ELEM 2, 3, 4)

 Knowledge and application of the UDL Framework
 Application of lesson planning strategies
 Knowledge of instructional technologies

 Professionalism (5 Points):
o All components of the project are free from errors in grammar, spelling, punctuation, APA
formatting, and mechanics, and should reflect person first language.
o All components of the project are well-organized and use provided templates where indicated

Universally Designed Lesson Plan
Develop a lesson plan demonstrating your competence in using universal design for learning. The plan should include:
Student:
Components Distinguished/
& Exceptional
Requirements (5 points)
Class Includes a description of
Description the classroom and
& About the lesson that includes all
Lesson of the following
components:
(CEC 3;
- age and grade level
- available technology
InTASC 4,
- descriptions of students:
5; ELEM 1)
1) high incidence
disability with AT needs,
2) low incidence disability
(including
communication) AT
needs, 3) an ELL, 4) and a
student identified as GT
- what the lesson is about
and the content area(s)
being addressed
- prerequisites that
describe the information,
skills, or resources
students would need in
place in order to
successfully approach the
lesson.
- appropriate Maryland
College and Career-Ready
Section IV: Evidence for Meeting Standards
Assessment 7: Additional Assessment that Addresses CEC Standards
Attachment B: Scoring Guide – Universally Designed Lesson Plan
Proficient
(4 points)
Includes a description of
the classroom and
lesson, but is missing
two of the following
components:
- age and grade level
- available technology
- descriptions of students:
1) high incidence
disability with AT needs,
2) low incidence disability
(including
communication) AT
needs, 3) an ELL, 4) and a
student identified as GT
- what the lesson is about
and the content area(s)
being addressed
- prerequisites that
describe the information,
skills, or resources
students would need in
place in order to
successfully approach the
lesson.
- appropriate Maryland
College and Career-Ready
Date:
S atisfactory
(3 points)
Includes a description of
the classroom and
lesson, but is missing
three of the following
components:
- age and grade level
- available technology
- descriptions of students:
1) high incidence
disability with AT needs,
2) low incidence disability
(including
communication) AT
needs, 3) an ELL, 4) and a
student identified as GT
- what the lesson is about
and the content area(s)
being addressed
- prerequisites that
describe the information,
skills, or resources
students would need in
place in order to
successfully approach the
lesson.
- appropriate Maryland
College and Career-Ready
Basic/Needs Improvement
(2 points)
Includes a description of
the classroom and
lesson, but is missing
four of the following
components:
- age and grade level
- available technology
- descriptions of students:
1) high incidence
disability with AT needs,
2) low incidence disability
(including
communication) AT
needs, 3) an ELL, 4) and a
student identified as GT
- what the lesson is about
and the content area(s)
being addressed
- prerequisites that
describe the information,
skills, or resources
students would need in
place in order to
successfully approach the
lesson.
- appropriate Maryland
College and Career-Ready
Unsatisfactory Your
(1 point) score
Includes a description of
the classroom and
lesson, but is missing
more than four of the
following components:
- - age and grade level
- available technology
- descriptions of students:
1) high incidence
disability with AT needs,
2) low incidence disability
(including
communication) AT
needs, 3) an ELL, 4) and a
student identified as GT
- what the lesson is about
and the content area(s)
being addressed
- prerequisites that
describe the information,
skills, or resources
students would need in
place in order to
successfully approach the
lesson.
- appropriate Maryland
College and Career-Ready
Components Distinguished/ Proficient S atisfactory Basic/Needs Improvement Unsatisfactory Your
& Exceptional (4 points) (3 points) (2 points) (1 point) score
Requirements (5 points)

Standards that serve as the Standards that serve as the Standards that serve as the Standards that serve as the Standards that serve as the
basis for the lesson basis for the lesson basis for the lesson basis for the lesson basis for the lesson

Goals Includes all of the Includes three of the Includes two of the Includes one of the Includes none of the
following: following: following: following: following:
(CEC 1, 3; - goal(s) are aligned to - goal(s) are aligned to - goal(s) are aligned to - goal(s) are aligned to - goal(s) are aligned to
InTASC 2, the MCCRS standards the MCCRS standards the MCCRS standards the MCCRS standards the MCCRS standards
4, 5; ELEM and emphasize the and emphasize the and emphasize the and emphasize the and emphasize the
2, 3) outcomes, not the outcomes, not the outcomes, not the outcomes, not the outcomes, not the
means of achieving means of achieving means of achieving means of achieving means of achieving
them. them. them. them. them.
- objectives are aligned - objectives are aligned - objectives are aligned - objectives are aligned - objectives are aligned
with the goal(s) and with the goal(s) and with the goal(s) and with the goal(s) and with the goal(s) and
are written as concrete, are written as concrete, are written as concrete, are written as concrete, are written as concrete,
specific, measurable specific, measurable specific, measurable specific, measurable specific, measurable
steps that lead students steps that lead students steps that lead students steps that lead students steps that lead students
toward accomplishing toward accomplishing toward accomplishing toward accomplishing toward accomplishing
the instructional goals the instructional goals the instructional goals the instructional goals the instructional goals
- objectives are designed - objectives are designed - objectives are designed - objectives are designed - objectives are designed
to inform instruction to inform instruction to inform instruction to inform instruction to inform instruction
and allow for and allow for and allow for and allow for and allow for
adjustments adjustments adjustments adjustments adjustments
- a plan for taking - a plan for taking - a plan for taking - a plan for taking - a plan for taking
advantage of the advantage of the advantage of the advantage of the advantage of the
variability throughout variability throughout variability throughout variability throughout variability throughout
the classroom is the classroom is the classroom is the classroom is the classroom is
evident evident evident evident evident
Components Distinguished/ Proficient S atisfactory Basic/Needs Improvement Unsatisfactory Your
& Exceptional (4 points) (3 points) (2 points) (1 point) score
Requirements (5 points)

Assessment A clear assessment plan A clear assessment plan A clear assessment plan A clear assessment plan A clear assessment plan is
Plan that includes all of the that includes three of the that includes two of the that includes one of the not provided and does not
following is provided: following is provided: following is provided: following is provided: include the following:
(CEC 1; - formative assessments - formative assessments - formative assessments - formative assessments - formative assessments
InTASC 2, used as measurable used as measurable used as measurable used as measurable used as measurable
7; ELEM 3) opportunities for opportunities for opportunities for opportunities for opportunities for
learners to practice and learners to practice and learners to practice and learners to practice and learners to practice and
for the teacher to gauge for the teacher to gauge for the teacher to gauge for the teacher to gauge for the teacher to gauge
students’ levels of students’ levels of students’ levels of students’ levels of students’ levels of
engagement engagement engagement engagement engagement
- a plan for how the - a plan for how the - a plan for how the - a plan for how the - a plan for how the
results will be used to results will be used to results will be used to results will be used to results will be used to
inform instruction as inform instruction as inform instruction as inform instruction as inform instruction as
well as to give learners well as to give learners well as to give learners well as to give learners well as to give learners
timely feedback on their timely feedback on their timely feedback on their timely feedback on their timely feedback on their
progress progress progress progress progress
- flexible summative - flexible summative - flexible summative - flexible summative - flexible summative
assessments that assessments that assessments that assessments that assessments that
provide an accurate provide an accurate provide an accurate provide an accurate provide an accurate
picture of student skills picture of student skills picture of student skills picture of student skills picture of student skills
and understanding and understanding and understanding and understanding and understanding
- a plan for how to use the - a plan for how to use the - a plan for how to use the - a plan for how to use the - a plan for how to use
summative summative summative assessment(s) summative the summative
assessment(s) to gauge assessment(s) to gauge to gauge how successful assessment(s) to gauge assessment(s) to gauge
how successful the how successful the the lesson was at how successful the how successful the
lesson was at reaching lesson was at reaching reaching the wide range lesson was at reaching lesson was at reaching
the wide range of the wide range of of students, and to the wide range of the wide range of
students, and to further students, and to further further inform students, and to further students, and to further
inform refinements to inform refinements to refinements to the next inform refinements to inform refinements to
the next lesson as well the next lesson as well lesson as well as overall the next lesson as well the next lesson as well
as overall teaching as overall teaching teaching practice as overall teaching as overall teaching
practice practice practice practice
Components Distinguished/ Proficient S atisfactory Basic/Needs Improvement Unsatisfactory Your
& Exceptional (4 points) (3 points) (2 points) (1 point) score
Requirements (5 points)

Instructiona Includes all of the Includes a plan for Includes a plan for Includes a plan for - Includes a plan for
l Methods following: instruction but the instruction that is instruction that is instruction that is
- a plan for instruction beginning, middle, and/or engaging, has a clear engaging, has a clear engaging, has a clear
(CEC 5; that is engaging, has a closing, are unclear beginning, middle, and beginning, middle, and beginning, middle, and
InTASC 7, clear beginning, and/or the alignment to closing, and is aligned to closing, and is aligned to closing, and is aligned
8; ELEM 3, middle, and closing, the goals and objectives the goal(s) and objectives the goal(s) and objectives to the goal(s) and
4; TU COE and is aligned to the is unclear; many of the lesson, however, of the lesson, however, objectives of the
11)
goal(s) and objectives elements of the lesson are only some of the only elements of the lesson, however, only
of the lesson identified that correspond elements of the lesson lesson correspond to elements of the lesson
- many elements of the to multiple checkpoints correspond to multiple multiple checkpoints correspond to multiple
lesson are identified from all three of the checkpoints from all from only two of the checkpoints from only
that correspond to principles of UDL three of the principles of three of the principles of one of the three of the
multiple checkpoints (representation, UDL (representation, UDL (representation, principles of UDL
from all three of the expression, engagement). expression, engagement). expression, engagement). (representation,
principles of UDL expression,
(representation, engagement).
expression,
engagement).
Materials Includes varied materials Includes varied materials Includes varied materials Includes varied materials Does not include varied
and flexible tools to and flexible tools to and flexible tools to and flexible tools to materials and flexible tools
address the variability of address the variability of address the variability of address the variability of to address the variability
how students take in, how students take in how students engage with how students act on of how students take in,
engage with, and act on information, and includes information and includes information and/or does engage with, and act on
information and includes all tools suggested in the all tools suggested in the not include all tools information and/or does
all tools suggested in the SETT framework SETT framework suggested in the SETT not include all tools
SETT framework framework suggested in the SETT
framework

Assistive A SETT Framework is A SETT Framework is A SETT Framework is A SETT Framework is A SETT Framework is
Technology completed, at least one completed, at least one completed, but only one completed, but only one not completed.
– Student high tech AT AND one high tech AT AND one high tech AT or one low high tech AT or one low
with high low tech AT are low tech AT are tech AT is identified and tech AT is identified and
incidence identified and identified and implemented. The choice implemented and it is
disability
Components Distinguished/ Proficient S atisfactory Basic/Needs Improvement Unsatisfactory Your
& Exceptional (4 points) (3 points) (2 points) (1 point) score
Requirements (5 points)

implemented throughout implemented, but it is of assistive technology is unclear how the choice of
(CEC 5; the lesson plan, and the unclear how the choice of appropriate for the assistive technology is
InTASC 7, choice of assistive assistive technology is student’s stated strengths appropriate for the
8; ELEM 1, technology is appropriate appropriate for the and needs as well as the student’s stated strengths
3; TU COE for the student’s stated student’s stated strengths requirements of the and needs as well as the
11) strengths and needs as and needs and/or the planned lesson requirements of the
well as the requirements requirements of the planned lesson
of the planned lesson. planned lesson

Assistive A SETT Framework is A SETT Framework is A SETT Framework is A SETT Framework is A SETT Framework is
Technology completed, at least one completed, at least one completed, but only one completed, but only one not completed.
– Student high tech AT AND one high tech AT AND one high tech AT or one low high tech AT or one low
with low low tech AT are low tech AT are tech AT is identified and tech AT is identified and
incidence identified and identified and implemented. The choice implemented and it is
disability implemented throughout implemented, but it is of assistive technology is unclear how the choice of
the lesson plan, and the unclear how the choice of appropriate for the assistive technology is
(CEC 5; choice of assistive assistive technology is student’s stated strengths appropriate for the
InTASC 7,
technology is appropriate appropriate for the and needs as well as the student’s stated strengths
8; ELEM 1,
3; TU COE
for the student’s stated student’s stated strengths requirements of the and needs as well as the
11) strengths and needs as and needs and/or the planned lesson; AT to requirements of the
well as the requirements requirements of the support communication planned lesson; AT to
of the planned lesson; AT planned lesson; AT to is identified. support communication
to support support communication is not identified.
communication is is identified.
identified.
Diverse Lesson plan successfully Lesson plan addresses Lesson plan addresses Lesson plan attempts to Lesson plan does not
Learners: addresses the needs of some of the needs of some of the needs address the needs of successfully address the
GT students identified as students identified as students identified as students identified as needs of students
gifted and talented gifted and talented, gifted and talented, but gifted and talented, but identified as gifted and
(CEC 1; through the use of the through the use of the the integration of the the integration of UDL talented.
InTASC 2; principles of UDL. principles of UDL, but UDL principles is not principles is not evident.
ELEM 4) needs further evident.
development.
Components Distinguished/ Proficient S atisfactory Basic/Needs Improvement Unsatisfactory Your
& Exceptional (4 points) (3 points) (2 points) (1 point) score
Requirements (5 points)

Diverse Lesson plan successfully
Learners: addresses the needs of
ELL
ELLs through the use of
(CEC 1;
the principles of UDL.
InTASC 2;
ELEM 1, 4)
Synthesis The synthesis and
and reflection is stated clearly
Reflection and fully explains all of
the following:
(CEC 1; - how applying the UDL
InTASC 2; guidelines to lesson
ELEM 1, 3) plans allow teachers to
meet the needs of a
diverse group of
students.
- why the two students
identified for the lesson
required additional
supports
- why the specific low
tech and high tech tools
were selected
Lesson plan addresses
some of the needs of
ELLs, through the use of
the principles of UDL,
but needs further
development.
The synthesis and
reflection is stated clearly
and fully explains two of
the following:
- how applying the UDL
guidelines to lesson
plans allow teachers to
meet the needs of a
diverse group of
students.
- why the two students
identified for the lesson
required additional
supports
- why the specific low
tech and high tech tools
were selected
Lesson plan addresses
some of the needs ELLs,
but the integration of the
UDL principles is not
evident.
The synthesis and
reflection is stated clearly
and fully explains one of
the following:
- how applying the UDL
guidelines to lesson
plans allow teachers to
meet the needs of a
diverse group of
students.
- why the two students
identified for the lesson
required additional
supports
- why the specific low
tech and high tech tools
were selected
Lesson plan attempts to Lesson plan does not
address the needs of successfully address the
ELLs, but the integration needs of ELLs.
of UDL principles is not
evident.
The synthesis and The synthesis and
reflection unclear and reflection is not provided.
does not fully explain the
following:
- how applying the UDL
guidelines to lesson
plans allow teachers to
meet the needs of a
diverse group of
students.
- why the two students
identified for the lesson
required additional
supports
- why the specific low
tech and high tech tools
were selected

Connection The synthesis and
to reflection fully explains
Professional how the teacher
Standards candidate has
demonstrated mastery
of all indicated
professional standards
with specific references
to the standards.
The synthesis and
reflection fully explain
how the teacher
candidate has
demonstrated mastery
of 75% of the indicated
professional standards
with specific references
to the standards.
The synthesis and
reflection fully explain
how the teacher
candidate has
demonstrated mastery
of 50% of the indicated
professional standards
with specific references
to the standards.
The synthesis and No connections to the
reflection attempt to professional standards are
explain how the teacher made and/or no specific
candidate has references to the standards
demonstrated mastery provided.
of the indicated
professional standards,
but lacks specific
references to the
standards.
Components Distinguished/ Proficient S atisfactory Basic/Needs Improvement Unsatisfactory Your
& Exceptional (4 points) (3 points) (2 points) (1 point) score
Requirements (5 points)

Professional Includes fewer than two Includes three to four Includes five to six errors Includes seven to eight Includes more than eight
Presentation errors in grammar, errors in grammar, in grammar, spelling, errors in grammar, errors in grammar,
spelling, punctuation, spelling, punctuation, punctuation, APA spelling, punctuation, spelling, punctuation,
APA formatting, APA formatting, formatting, mechanics, or APA formatting, APA formatting,
mechanics, or use of mechanics, or use of use of “person-first” mechanics, or use of mechanics, or use of
“person-first” language. “person-first” language. language and/or parts of “person-first” language “person-first” language
the document lack and/or the lack of and/or the lack of
organization and detract organization impedes the organization impedes the
from the overall reader's ability to gain reader's ability to gain the
meaning. the overall meaning. overall meaning.
 4. 6 Hour Classroom Observation with Instructional “Look Fors” Sheet: One of the goals of the course is to
learn about ways to integrate technology into classroom instruction to support diverse learners. Candidates will have
the opportunity to visit classrooms and observe teachers at work to provide students with authentic, relevant
observation experiences in local schools. Students will be accompanied by the professor during the 6-hours of
observation (i.e., two 3-hour visits). An Instructional “Look Fors” Sheet will also be completed during and following the
observations.

6 Hour Classroom Observation with Instructional Points

4 Possible Points
“Look Fors” Sheet Received
 How does the physical space reflect student input and No Evidence Evidence
facilitate a learner-centered environment? 0 5

 What teacher behaviors contribute to a learner-centered No Evidence Evidence

environment? 0 5

 What teacher behaviors contribute to a learner-centered No Evidence Evidence

environment? 0 5
 How are students acquiring, developing, using, or No Evidence Evidence
producing knowledge, information, and skills? 0 5

No Evidence Evidence
 How are students utilizing technology? 0 5
 How does the teacher manage student behavior and No Evidence Evidence
implement effective classroom procedures? 0 5
 Additional notes, thoughts, and/or reflections from the No Evidence Evidence
observation. 0 5

Comments: 0

Total
Out of 35

5. A.I. Technology Resource Guide: Students will build a Resource Guide on assistive technology and instructional
technology (A.I.) to post on their Weebly. The purpose of this guide is to share resources with other teachers, related
service providers, and parents. This project is designed for students to become familiar with creating an online
resource and to have a collection of teacher- and parent-friendly technology tips that can be “carried” with students
and updated throughout students’ careers as an educator.

The resource guide should include 20 resources that showcase a range of at least 6 of the 9 UDL G uidelines and
address reading, writing, and mathematics, as well as social-emotional, communication, behavior, and/or
organization. The guide may include resources explored throughout the semester, various Web 2.0 tools and apps
described and reviewed, as well as technology resources utilized in your own experiences and field placements.
Students will organize their 20 resources into an A.I. Technology Resource Guide Organizer, which will also
be posted on their Weebly.

Students will be given an opportunity to share with their peers 2-5 resources from their A.I. Technology Resource
Guide Organizer at the end of the semester.
 Points
5 A.I. Technology Resource Guide Possible Points
Received
 The A.I. Technology Resource Guide Organizer
includes at least 20 resources showcasing a range of No Evidence Evidence
at least 6 of the 9 UDL guidelines and all links 0 5
included in the guide are functioning.
 Resources address reading, writing, and
No Evidence Evidence
mathematics, as well as social-emotional,
0 5
communication, behavior, and/or organization.
 Each resource includes a brief description of its
None Some Most All
features and provides information on how the 0 10 20 30
resource aligns with the specific UDL guideline.
 Participate in share-out of the A.I. Technology No Evidence Evidence
Resource Guide. 0 5

Comments: 0

Total
Out of 45

OR

Learning Environment Design Guide (LEDG): Students will build a Learning Environment Design Guide and post it
on their Weebly. The purpose of this design guide is to assist you in identifying flexible options or examples that
represent the nine UDL Guidelines that you can include in your learning environment. This project should showcase
the range of options explored throughout the semester and during your own experiences, observations, and field
placements.

The design guide will include an aerial classroom floor plan designed by the student (may be drawn or can use sites
such as: http://classroom.4teachers.org/). The floor plan will then include labels of 15 flexible options or examples
(should be numbered) that showcase a range of at least 6 of the 9 UDL Guidelines. Using the provided template, a
short description will be written to describe and provide information on how each option or example aligns with a
specific UDL guideline.

Students will be given an opportunity to share with their peers their Learning Environment Design Guide at the end of
the semester.
 Points
5 Learning Environment Design Guide (LEDG) Possible Points
Received
 The Learning Environment Design Guide includes a
student-created classroom floor plan and a brief No Evidence Evidence
description about the classroom (e.g., age, grade 0 5
level, type of classroom, student ‘types’)
No Evidence Evidence
 Design Guide floor plan includes 15 numbered labels. 0 5
 Using the provided template, a short description has
been written to describe and provide information on None Some Most All
how each of the 15 options or examples aligns with at 0 10 20 30
least 6 of the 9 UDL guidelines.
No Evidence Evidence
 Participate in share-out of the LEDG. 0 5

Comments: 0

Total
Out of 45
 Deadlines, Grading, and Course Schedule

Assignments Deadline** Submission Points

(Assignment materials are Method
to be submitted before the
start of class)
1 Graphic Organizer & Assessment Throughout the semester In Class and 25
Padlet
Application Products Toolbox
2 Products 1 and 2 February 26th Weebly 16
Products 3, 4, and 5 March 5th Weebly 24
Universal Design Lesson Plan
*Draft Submission of Universal Design Lesson Plan – Option A. Pieces
Class Description & About the Lesson February 12th Blackboard 5
Goal & Assessment Plan March 12th Blackboard 5
Instructional Methods AND Materials April 2nd Blackboard 5
3 Assistive Technology – Student with April 16th
High AND Low incidence disability Blackboard 5
AND Diverse Learners: GT & ELL
*Draft Submission of Universal Design Lesson Plan – Option B. Whole
Entire Draft Lesson Plan April 16th Blackboard 20
Final Submission of Universal April 30th TK20 60
Design Lesson Plan & Weebly
4 6 Hour Classroom Observation with In School & 35
Instructional “Look Fors” Sheet and May 7th Blackboard
Reflection
5 A.I. Technology Resource Guide OR TBA Weebly 45
Learning Environment Design Guide Final Exam Date

Total Points 225

**All dates, including school observations, are tentative and subject to change
WK Date Topics Covered Readings & Assignments Due Before Start of
Class*
1 Jan Introductions
29th Review of Syllabus, Blackboard, & Class Weebly
Create your own Weebly
Essential Question(s) 1: What is UDL? How is the UDL framework used to design learning environments?
2 Feb Defining: Universal Design for Learning (UDL),
5th Assistive Technology (AT), & Response to
Intervention (RTI) UDL Chapters 1, 2, 3, & 4
Designing Positive Learning Environments Sign up for Draft Submission of UDL LP Option A or B
UDL Guidelines & Checkpoints
3 Feb UDL Guidelines & Checkpoints (continued) Draft Submission of UDL LP
12th Option A. Pieces – 1. Class Description & About
the Lesson
Essential Question 2: How do we apply UDL to the lesson planning process?
4 Feb Applying UDL to Lesson Planning: Goals UDL Chapters 5 & 6
19th
5 Feb Applying UDL to Lesson Planning: Variability Application Products Toolbox 1 & 2
26th
6 March Applying UDL to Lesson Planning: Assessments Application Products Toolbox 3, 4, & 5 with
5th Presentation
Essential Question 3: What materials and media support a UDL environment?
7 March Applying UDL to Lesson Planning: Methods &
12th Materials Module 1
The Substitution Augmentation Modification Draft Submission of UDL LP
Redefinition (SAMR) Model Option A. Pieces – 2. Goal & Assessments
8 March SPRING BREAK( March 18 th -25th )
19th TU CLOSED
9 March Culturally Responsive Teaching
26th English Using Technology to Support English Supplemental Reading 1
Language Learners (ELLs) Sign up for UDL LP Conferences
Supporting Students Identified as Gifted & Talented
10 April The SETT Framework
2nd AT and the IEP Process WATI Chapter 1 & 15
ONLINE AT to Support Students: Communication Draft Submission of UDL LP
Augmentative & Alternative Communication (AAC) Option A. Pieces – 3. Instructional Methods &
Materials
Essential Question(s) 4: What is assistive technology (AT)? How do AT and UDL work together?
11 April Tour Maryland Department of Disabilities
9th Technology Assistance Program (MDTAP) with Module 2 and 3
Denise Schuler, Assistive Technology WATI Chapter 3
Specialist** Sign up for A.I. Resource OR Learning Environment
Design Guide
UDL LP Conferences begin (WK 11-13)

12 April
16th AT to Support Students: Reading & Writing WATI Chapters 4, 5, 6, 7, & 8
AT to Support Students: Mathematics Draft Submission of UDL LP
Option A. Pieces – 4. AT (Student with high & low
incidence disability) & Diverse Learners: GT &
ELL in Instructional Methods
OR
Draft Submission of UDL LP
Option B. Whole – 1. Entire Draft Lesson Plan
 13 April Classroom Observation 1 (3 hours)***
23rd @ __________________________(TBD)

14 April Classroom Observation 2 (3 hours)***

30th @ __________________________(TBD) Final Submission of UDL LP on Tk20

15 May Debrief on Observations Instructional “Look Fors” Sheet

7th & UDL Lesson Plan
16 May UDL “Workshop”
14th Work on A.I. Technology Resource Guide
OR Learning Design Guide
Address peers & professor with questions as
needed
17 FINAL A.I. Technology Resource Guide OR Learning Design Guide Share-Out
EXAM AND
WK Extra Credit Opportunities
*Assignment submissions are to be submitted before the start of the class session
**Tentative dates for school observations and assignments are subject to change based on scheduling coordination

Supplemental Reading
1. Brown University. (n.d.). Principles for Culturally Responsive Teaching. Retrieved from
https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/strategies- 0/culturally-responsive-
teaching-0

Supplemental Modules

1. AFIRM Module: Visual Supports http://afirm.fpg.unc.edu/visual-supports

2. AFIRM Module: PECS http://afirm.fpg.unc.edu/picture-exchange-communication-system
3. AIM Module: Speech Generating Devices http://www.autisminternetmodules.org/mod_intro.php?mod_id=35

Highly Recommended Readings

American Psychological Association (2009). Publication manual of the American Psychological Association (6th ed.).
Washington, DC: Author.

Anderson, K. & Anderson, C. (2010). Science Access for ALL. Special Education Technology Practice,
November/December 2010.

Center for Applied Special Technology. (2010). UDL Pedagogical Considerations. Retrieved from
http://udlonline.cast.org/tdetails

Center for Applied Special Technology. (2011). Universal design for learning guidelines version 2.0. Wakefield, MA:
Author. from http://www.corestandards.org/the-standards/english-languagearts-standards

Edyburn, D. (2010). Would You Recognize Universal Design For Learning If You Saw It? Ten Propositions for New
Directions For the Second Decade of UDL. Learning Disability Quarterly, (33) (1), 33-41. Retrieved from
http://www.cldinternational.org/Publications/LDQ.asp

Hall, T., Strangman, N. & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation.
Wakefield, MA: National Center on Accessing the General Curriculum.
High Incidence Assistive Technology Team (2011). Universal Design for Learning. Retrieved from:
http://www.montgomeryschoolsmd.org/departments/hiat/udl/

Higher Education Opportunity Act. United States Department of Education. Public Law 110-315. (2008).

King-Sears, M.E., & Evmenova, A.S. (2007). Premises, principles, and processes for integrating TECHnology into
instruction. Teaching Exceptional Children 40(1), 6-14.

Marino, M.T., Marino, & E.C.,Shaw, S.F. (2006). Making informed assistive technology decisions for students with
high incidence disabilities. Teaching Exceptional Children 38(6), 18-25.

McGuire, J.M., Scott, S.S., & Shaw, S.F. (2006). Universal design and its applications in educational environments.
Remedial and Special Education 27(3), 166-175.

Meo, G. (2008). Curriculum Planning for All Learners: Applying Universal Design for Learning (UDL) to a High School
Reading Comprehension Program. Preventing School Failure, 52(2), 21-30. Retrieved from
http://heldref.metapress.com/app/home/journal

Nelson, L, Arthur, E, Jensen, W and Van Horn, G. Trading Textbooks for Technology: New Opportunities for
Learning. Kappan, April 2011. 46-50.

Parrette, P. & McMahan, G.A. (2002). What should we expect from assistive Technology? Teaching Exc eptional
Children 35(1), 56-61.

Pisha, B. & Stahl, S. (2005). The promise of new learning environments for students with disabilities. Intervention in
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 Extra Credit Opportunity 1: The UDL Debate

This extra credit opportunity is only available if the student has attempted to complete all specified requirements for
the course (i.e., all course assignments and components).
The purpose of the opportunity is for student(s) to explore arguments for and against UDL. Oftentimes, as educators,
we will be confronted with opposing viewpoints, and it is important to be able to respectfully and comprehensively
communicate one’s own knowledge and viewpoints, and advocate for all students.
It is encouraged that this extra credit opportunity be completed by an even number of students, so that students may
be divided into two debate teams. Both teams will need to researc h arguments for and against UDL. On the last class
meeting of the semester, the professor will identify which team will argue for UDL and which will argue against UDL.
Visuals may be used (e.g., PowerPoint, Prezi) during the debate.
If only one student chooses to complete this extra credit opportunity, that individual will argue both for and against
UDL. This can be done as a traditional, written paper, or be done using another method (e.g., graphic organizer,
presentation, podcast, infographic, animated video). The student will then present both sides of the argument on the
last class meeting of the semester.
Expectations of the UDL Debate include:
1. Team members must meet together in preparation for the debate, so they can work together as an effective
team.
2. All members of each side must participate in the debate.
3. One person speaks at a time. Side discussions are to be limited.
4. Use appropriate language and be polite in referring to your opposing team.
5. All arguments MUST address the previous student argument directly. You may not simply ignore an
argument and shift the debate to an unrelated point.
6. Each person will credit the source of any statistic, quotation, survey, or other research information AT THE
TIME that source is mentioned during the debate.

Structure of the UDL Debate:

Total Time Allowance: 10 minutes

“Pro” Point #1 “Con” Objection to Point #1 “Pro” Rebuttal to Point #1
“Pro” Point #2 “Con” Objection to Point #2 “Pro” Rebuttal to Point #2
Total Time Allowance: 2 minutes
Questions from Audience
Total Time Allowance: 10 minutes
“Con” Point #1 “Pro” Objection to Point #1 “Con” Rebuttal to Point #1
“Con” Point #2 “Pro” Objection to Point #2 “Con” Rebuttal to Point #2
Total Time Allowance: 2 minutes
Questions from Audience
Total Time Allowance: 2 minutes
“Pro” Concluding Remarks “Con” Concluding Remarks
 EC 1 The UDL Debate Possible Points

 Arguments, whether it is for or against UDL, are comprehensive No Evidence Evidence

and resources have been identified for all arguments made. 0 3

 Presentation of debate is respectful and adheres to the No Evidence Evidence

Expectations of the UDL Debate. 0 2

Comments:

Total ____ 0ut of 5

Extra Credit Opportunity 2: Website Accessibility

This extra credit opportunity is only available if the student has attempted to complete all specified requirements for
the course (i.e., all course assignments and components).
Using the Web Content Accessibility Guidelines 2.0 (WCAG; https://www.w3.org/WAI/intro/wcag and
https://www.w3.org/TR/WCAG20/), identify one website which meets the WCAG, and another website which does
not meet the WCAG. In a Word Document, include the website link, a screen shot of the website, and a list of
reasons why one website best represents the WCAG and WCAG recommendations for the second website.
Remember that list should directly address the WCAG 2.0 Guidelines (i.e., Perceivable, Operable, Understandable,
Robust).

EC 2 Website Accessibility Possible Points

 One website which meets the WCAG 2.0 Guidelines is
identified, along with the screen shot. No Evidence Evidence
 A list of reasons why that directly align with the WCAG 2.0 0 2.5
Guidelines has been developed.
 One website which does not meet the WCAG 2.0 Guidelines is
identified, along with the screen shot. No Evidence Evidence
 A list of recommendations that directly align with the WCAG 2.0 0 2.5
Guidelines has been developed.
Comments:

Total ____ 0ut of 5