Universally Designed Lessons help to eliminate curriculum barriers and create an even playing field. Students who have been identified as needing Special Education services, need specially designed instruction - the way this instruction looks is outlined in a document called the Individualized Education Plan (IEP). In the IEP, the special education teachers identify the students' weaknesses based on test scores, standardized testing, Psycho educational evaluations etc. and create goals so that the students can begin to overcome their learning or physical barriers. The following Curriculum Barriers Analysis reveals the barriers that a student who I work with faces on a daily basis. He is of average Intelligence but his processing speed is slow, resulting in decreased written output. When the demands of writing are off the table, his response time (orally) is much quicker. He is has not learned to use the keyboard for typing yet - at least not very effectively.
What are my solutions to helping him to continue learning?
- Wait time - he needs time to formulate his thoughts and understand my questions
- Limited demands on handwriting: I use letter tiles, syllable cards and the whiteboard - this limits his need to write on paper. He loved writing with a dry erase pen on the whiteboard since it glides easily, makes a dark line and he can write large letters. When I do require him to write, I provide him with specially lined paper for primary students - it has clear barriers for where his words need to go.
- Instead of using books, I either copy just a paragraph for him or we use short articles. This limits his frustration with having to read too much.
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