# Universal Design for Learning in Action

## 100 Ways to Teach All Learners

by

#### Whitney H. Rapp, Ph.D.

St. John Fisher College Rochester, New York

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# Contents

- About the Author ... ix  
- Acknowledgments ... xi

### Section I Overview
- Foundational Theories ... 2  
- How Do All of These Foundational Theories Fit Together? ... 11  
- What Does This Book Add to All of These Theories? ... 12  
- Addressing Barriers and Misconceptions ... 13  
- Format of the Book ... 15

### Section II Strategies for Engagement
- Providing Multiple Means of Engagement ... 18  
- Considerations ... 19  
- Engagement Through Space: Bulletin Board Borders ... 21  
- Engagement Through Space: Seating ... 22  
- Engagement Through Space: Lighting ... 24  
- Engagement Through Materials: Fidget Toys ... 25  
- Engagement Through Materials: Professional Equipment ... 26  
- Engagement Through Materials: Writing Surfaces ... 27  
- Engagement Through Classroom Management: Jobs ... 29  
- Engagement Through Classroom Management: Meetings ... 31  
- Engagement Through Classroom Management: Smarty Pants ... 33  
- Engagement Through Classroom Management: Organized Classroom ... 35  
- Engagement Through Technology: Interactive Whiteboards ... 37  
- Engagement Through Technology: Videoconferencing ... 39  
- Engagement Through Technology: Blogs ... 40  
- Engagement Through Content Instruction: Tactile Activities ... 42  
- Engagement Through Content Instruction: Bag of Writing Ideas ... 44  
- Engagement Through Content Instruction: Mnemonics ... 45  
- Engagement Through Content Instruction: Computer Software Programs ... 46  
- Engagement Through Social Interaction: Games ... 47  
- Engagement Through Social Interaction: Grouping ... 48  
- Engagement Through Social Interaction: Dice ... 49  
- Engagement Through Social Interaction: Redefine Bullying ... 50  
- Engagement Through Executive Functions: Using the Arts ... 52  
- Engagement Through Executive Functions: Cue Signals ... 54  
- Engagement Through Executive Functions: Minecraft Video Game ... 56  
- Engagement Through Transition to Adulthood: Bingo ... 57  
- Engagement Through Transition to Adulthood: Real-Life Situations ... 58  
- Engagement Through Transition to Adulthood: Invite People to Meetings ... 60

## Section III Strategies for Input
- Providing Multiple Means of Input ... 62  
- Considerations ... 63  
- Input Through Space: Food, Drinks, and Gum ... 66  
- Input Through Space: Nooks ... 68  
- Input Through Materials: Visually Accessible Text ... 69  
- Input Through Materials: Auditory Books ... 70  
- Input Through Materials: Tactile Books ... 71  
- Input Through Materials: Self-Amplifiers ... 72  
- Input Through Classroom Management: Schedules ... 73  
- Input Through Classroom Management: Syn-naps ... 74  
- Input Through Classroom Management: 10:2 Theory ... 75  
- Input Through Technology: FM-Adapted Computer Stations ... 76  
- Input Through Technology: Digital Text or E-books ... 77  
- Input Through Technology: Note-Taking Hardware and Software ... 79  
- Input Through Technology: Access to Auditory Input ... 81  
- Input Through Technology: Access to Visual Input ... 83  
- Input Through Content Instruction: Peer-Mediated Instruction ... 85  
- Input Through Content Instruction: Study Snippets ... 86  
- Input Through Content Instruction: Responsive Resource Posters ... 87  
- Input Through Content Instruction: Humor ... 88  
- Input Through Content Instruction: Visualizing ... 89  
- Input Through Content Instruction: Continuum of Abstractness ... 90  
- Input Through Content Instruction: Accessible Presentation Software ... 91  
- Input Through Social Interaction: Social Stories ... 93  
- Input Through Social Interaction: Social Skill Autopsy ... 94  
- Input Through Social Interaction: Gaming Technology ... 95  
- Input Through Executive Functions: Planner Options ... 97  
- Input Through Executive Functions: Web-Based Materials and Information ... 99  
- Input Through Executive Functions: Graphic Organizers ... 101  
- Input Through Executive Functions: Timers ... 103  
- Input Through Transition to Adulthood: Resource Ring ... 105  
- Input Through Transition to Adulthood: A-to-C Chart ... 106  
- Input Through Transition to Adulthood: Visual Goal Plan ... 108

## Section IV Strategies for Output
- Providing Multiple Means of Output ... 110  
- Considerations ... 111  
- Output Through Space: Mobility Supports ... 114  
- Output Through Space: Student-Created Bulletin Boards ... 116  
- Output Through Materials: Coded Assignments ... 117  
- Output Through Materials: Supports for Interactive Whiteboards ... 118  
- Output Through Materials: Writing Supports ... 120  
- Output Through Materials: Universal Tools ... 122  
- Output Through Classroom Management: Integrative Movement ... 123  
- Output Through Classroom Management: Transition Areas ... 125  
- Output Through Classroom Management: Coded Classroom ... 127  
- Output Through Technology: Photo Essay ... 128  
- Output Through Technology: Universal Computer Equipment ... 129  
- Output Through Technology: Communication Supports ... 130  
- Output Through Content Instruction: Graph Paper ... 132  
- Output Through Content Instruction: Socratic Seminars ... 134  
- Output Through Content Instruction: Student Recordings and Videos ... 135  
- Output Through Content Instruction: Prequestions ... 137  
- Output Through Content Instruction: Reading Reflection Cards ... 138  
- Output Through Content Instruction: Music ... 139  
- Output Through Content Instruction: Drawing ... 140  
- Output Through Social Interaction: Response Scales ... 141  
- Output Through Social Interaction: Mix-Freeze-Pair ... 143  
- Output Through Social Interaction: Rally Table ... 144  
- Output Through Executive Functions: Rubrics ... 145  
- Output Through Executive Functions: Templates ... 146  
- Output Through Executive Functions: Visual Reminders ... 148  
- Output Through Transition to Adulthood: Visual Presentation of Goals ... 149

## Section V Strategies for Assessment
- Providing Multiple Means of Assessment ... 152  
- Considerations ... 153  
- Assessment Through Testing: Adapted Tests ... 157  
- Assessment Through Testing: Retesting ... 159  
- Assessment Through Testing: Computer Practice Tests ... 160  
- Assessment Through Testing: Activities with Products ... 161  
- Assessment Through Testing: Entry and Exit Responses ... 162  
- Assessment Through Homework: CHOICE! ... 163  
- Assessment Through Homework: Family Projects ... 165  
- Assessment Through Homework: Peer Groups ... 167  
- Assessment Through Performance Assessment: Family Message Journals ... 169  
- Assessment Through Performance Assessment: Solving Real-World Problems ... 170  
- Assessment Through Portfolio Assessment: Ability Profiles ... 172  
- Assessment Through Portfolio Assessment: Responsive Report Cards ... 174  
- Assessment Through Self-Evaluation: “I Can…” Sheets ... 175  
- Assessment Through Self-Evaluation: Learning Logs ... 176  
- Assessment Through Self-Evaluation: IRS Questions ... 178  
- Assessment for Self-Evaluation: Three Cups ... 179

## Section VI A Living Resource
- Reflections for Additional Strategies ... 182  
- Theory Books ... 183  
- Strategy Books and Materials ... 184  
- First-Hand Narratives ... 185  
- Web Sites ... 185  
- References ... 195  
- Index ... 199

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## About the Author

### Whitney H. Rapp, Ph.D., Associate Professor of Inclusive Education, St. John Fisher College

Dr. Rapp is Associate Professor of Inclusive Education at St. John Fisher College, where she teaches courses on inclusive education pedagogy, assessment, classroom management, and diversity issues. Dr. Rapp holds a bachelor’s degree in elementary education and psychology from the State University of New York at Potsdam and master’s and doctoral degrees in special education from Michigan State University. Prior to her experience in teacher education, Dr. Rapp taught many grade levels in a variety of settings, from fully inclusive classrooms to residential special education schools. All of these experiences reinforced her belief that all children can learn and that all children should learn together in inclusive settings. Dr. Rapp’s current research interests include universal design for learning throughout the school years and college. She is the coauthor of the textbook Teaching Everyone: An Introduction to Inclusive Education (coauthored with K.L. Arndt; Paul H. Brookes Publishing Co., 2012), and she presents at local, state, national, and international conferences on differentiation of instruction, teacher education, and inclusion. Dr. Rapp’s spare time is spent with her husband and three children, riding bikes, hiking, playing board games, reading, watching movies, and enjoying Owasco Lake.