# data[].attributes.headline
2019 NTO MAKE-UP JANUARY 18TH OPENING SESSION

# data[].attributes.subject
2019 NTO MAKE-UP JANUARY 18TH OPENING SESSION

# data[].attributes.headline
2018 NTO AUGUST 13TH IEP OVERVIEW PRESENTATION

# data[].attributes.subject
2018 NTO AUGUST 13TH IEP OVERVIEW PRESENTATION

# data[].attributes.headline
2019 NTO MAKE-UP PARTICIPANTS' SURVEY (SCANNED)

# data[].attributes.subject
2019 NTO MAKE-UP PARTICIPANTS' SURVEY (SCANNED)

# data[].attributes.attachment_link.title
2019 New Teacher Orientation Participants' Survey (scanned)

# data[].attributes.headline
NTO 2018 March 24 Make-Up Session Presentation/ UDL 

# data[].attributes.subject
NTO 2018 March 24 Make-Up Session Presentation/ UDL 

# data[].attributes.headline
NTO 2018 March 24 Make-Up Session Presentation Materials/Compliance

# data[].attributes.subject
NTO 2018 March 24 Make-Up Session Presentation Materials/Compliance

# data[].attributes.attachment_link.title
New Teacher Orientation 2017-2018. IEP.odp

# data[].attributes.headline
NTO 2018 March 24 Make-Up Session Presentation Materials/ EBD

# data[].attributes.subject
NTO 2018 March 24 Make-Up Session Presentation Materials/ EBD

# data[].attributes.attachment_link.title
Basic Behavior Tools Presentation-NTO 2018.pptx

# data[].attributes.body
PARTICIPANTS' SURVEY

# data[].attributes.attachment_link.title
2019 New Teacher Orientation Participants' Survey

# data[].attributes.body
UDL Planner

# data[].attributes.headline
2018 NTO AUGUST 13TH CLASSROOM MANAGEMENT PRESENTATION

# data[].attributes.subject
2018 NTO AUGUST 13TH CLASSROOM MANAGEMENT PRESENTATION

# data[].attributes.body
ESE NTO Presentation Fall 2016

# data[].attributes.body
NTO 2017 January 23 Make-Up Session/Modified Curriculum Presentation

# data[].attributes.body
NTO August 2017 /UDL Presentation

# data[].attributes.body
NTO ESE Fall 2016

# data[].attributes.body
NTO 2017 January 23 Make-Up Session

# data[].attributes.body
NTO August 2017/ Lesson Planning Presentation

# data[].attributes.headline
2018 NTO AUGUST 13TH UDL PRESENTATION (REVISED BY OKSANA SOSA)

# data[].attributes.subject
2018 NTO AUGUST 13TH UDL PRESENTATION (REVISED BY OKSANA SOSA)

# data[].attributes.headline
NTO 2017 January 23 Inclusion Models of Support Presentation

# data[].attributes.subject
NTO 2017 January 23 Inclusion Models of Support Presentation

# data[].attributes.headline
NTO August 2017/ Presentation for Accommodations and Models of Delivery

# data[].attributes.subject
NTO August 2017/ Presentation for Accommodations and Models of Delivery

# data[].attributes.headline
2018 NTO AUGUST 13TH UDL PRESENTATION (ARTICLE)

# data[].attributes.subject
2018 NTO AUGUST 13TH UDL PRESENTATION (ARTICLE)

# data[].attributes.attachment_link.readable_text
Special Needs

6 Ways to Engage Every Learner Using UDL

Universal Design for Learning can make your lessons more accessible and your lesson-planning more fun.

In any given classroom, there are invariably learners who simply don't connect with what's being taught. Lectures can be easy to tune out. A textbook can feel dense and boring to finish. Even a video can pose limitations for learners with sight or hearing difficulties. When these are the only options available, some learners are bound to fall behind without requesting special support, while others will surge ahead. Differentiation is one way to bridge this gap, and another is adapting the curriculum to suit all learners, instead of adjusting it to support the needs of each one.

That latter approach, called Universal Design for Learning (UDL), operates under a handful of broad principles that mainly concern themselves with the what, how and why of learning. According to the National Center on Universal Design for Learning, the principles and the guidelines scaffolded under them suggest providing a greater variety of options for how learners are taught information, how they express that they've grasped material and how they're continuously engaged and motivated to learn more. While UDL has been around for decades, recently it's been gaining traction with educators, schools, districts and entire states, like Maryland.

UDL principles and guidelines are not step-by-step instructions. Instead, they serve as more of a framework or philosophy that can guide educators in developing and executing the goal of making learning more accessible for all students, whether they have learning or physical disabilities or simply like to learn things visually. To offer educators some practical first steps, we asked universal design pros and innovative districts to share the ways that every classroom can incorporate UDL into its lessons.
Start Small
The transition to UDL should be gradual. Luis Perez, an accessibility advocate and author of the UDL-inspired book Mobile Learning for All, said, "You're not going to apply every single [guideline] to every single lesson. It depends on which ones are relevant to your learning goals."

Perez suggested, "Start with a single lesson or activity and then build success from that, and then start to look at other parts of your curriculum." He also suggested taking a look at the UDL guidelines from the 30,000-foot-view before exploring specific checkpoints. "For each of those checkpoints, you can drill down not only into the research, but there are examples and links to tools for how you can apply them."

Perez also recommends starting with the free online book Universal Design for Learning: Theory and Practice, which is available from CAST, the organization that maintains the UDL principles. "As you read the book, you're going to feel out the UDL principles and model," he said. "For example, there's a glossary, there's lots of hyperlinks so that if you want to pursue a different topic you can go off on a different hyperlink in that direction. You can highlight, you can turn on text-to-speech. It gives you an idea of what UDL looks like in terms of instructional materials."
Engage Everybody
Redefining a lesson for UDL doesn't require the latest iPad app or tools designed with accessibility in mind. Instead, educators have brainstormed ways to incorporate music, video, clay modeling, trips outdoors or tossing a ball around class alongside the apps and software they might typically use. The intention is to stimulate every type of learner, regardless of the individual support they might require.

# data[].attributes.attachment_link.title
6 Ways to Engage Every Learner Using UDL -- THE Journal

# data[].attributes.attachment_link.description
Special Needs Universal Design for Learning can make your lessons more accessible and your lesson-planning more fun. In any given classroom, there are invariably learners who simply don't connect with what's being taught. Lectures can be easy to tune out. A textbook can feel dense and boring to finish.

# data[].attributes.headline
NTO August 2017/Access Point Presentation 

# data[].attributes.subject
NTO August 2017/Access Point Presentation 

# data[].attributes.body
Effective Lesson Planning and Delivery: Modified Curriculum

# data[].attributes.body
2018 NTO AUGUST 13TH Lesson Planning Presentation

# data[].attributes.body
NTO August 2017/ UDL Graphics

# data[].attributes.headline
2019 NTO JANUARY 18TH BEHAVIOR PRESENTATION

# data[].attributes.subject
2019 NTO JANUARY 18TH BEHAVIOR PRESENTATION

# data[].attributes.headline
2019 NTO January 19th IEP ESSENTIALS PRESENTATION

# data[].attributes.subject
2019 NTO January 19th IEP ESSENTIALS PRESENTATION

# data[].attributes.attachment_link.title
2019 New Teacher Orientation IEP Presentation

# data[].attributes.body
Participants' Survey
https://www.surveymonkey.com/r/2019ESENTO