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You really need to get into lived experiences, and identities to help provide multiple means of engagement.  It also increases the chances of developing self-regulation goals for themselves

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Jen's story put the student who struggles with ability relative to the rest of the class, at the centre of her work……..the solution resonated with everyone.  The process takes a lot of thought and struggles but you come up with something which works for all in some way (not necessarily the same way)

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Hugh…

7.1  Optimize individual choice and autonomy

Looking though lens of my role with Autism Team

Students with ASD often do not have the understanding of how choices are managed or considered. When too many choices are offered this has the effect of raising their anxiety, which then challenges their self-regulation skills.

Educational Assistants: perception of their role supporting students with ASD is often to help them navigate the hidden rules of the classroom. Most kids figure out how to play school to some degree. Kids with ASD need external supports. The EA can operate as a promoter of autonomy. They need supports but it does not serve them to have someone do the task or make the choice for them.

The teacher can set up the classroom so that components operates autonomously - so all kids understand their roles and responsibilities in terms of some aspects of the classroom environment/structure.

Kids with ASD struggle with choice so this is an element of the process that has to be acknowledged and accounted for.

Setting up check-ins, work bins, use of visual timers, reinforcement systems where the teacher becomes the manager of the system and offers support to kids as they go through their day. In so many classrooms teachers are communicating what's happening verbally and there are a lot of daily changes, interruptions, alterations in schedule, etc. The more of the day that is set up to run without teacher involvement the better.

Can teachers create videos and other supports to explain how to navigate the day?

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How do we recruit interest in understanding our curriculum?

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How do we recruit interest in understanding our curriculum?

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Staff were asked to fill out a survey in order to determine needs, learning styles... PL designed to meet the learning needs/styles; lots of choices offered

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Mastery Oriented Feedback (Checkpoint 8.4)

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Mastery Oriented Feedback (Checkpoint 8.4)

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Video from Carol Dweck

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Carol Dweck: The Effect of Praise on Mindsets

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Stop Light Exit Ticket for self assessment (Checkpoint 9.3)

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Stop Light Exit Ticket for self assessment (Checkpoint 9.3)

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As a way for students to self-assess and reflect

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                                                                                                                                                        Options for Self Regulation (9.0)

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                                                                                                                                                        Options for Self Regulation (9.0)

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                                                                                                                                                  Options for Sustaining Effort and Persistence (8.0)

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                                                                                                                                                  Options for Sustaining Effort and Persistence (8.0)

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                                                                                                                                                         Options for Recruiting Interest (7.0)

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                                                                                                                                                         Options for Recruiting Interest (7.0)

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Post your artifacts, thoughts and reflections related to multiple means of engagement.

Click below to access the UDL Engagement Guidelines online

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Using a video for a minds-on in Math to optimize relevance and authenticity (Checkpoint 7.2)

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Using a video for a minds-on in Math to optimize relevance and authenticity (Checkpoint 7.2)

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A real-world example allowed everyone to participate in the discussion of the mathematical concept they were studying.

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Using White boards for writing to optimize individual choice and autonomy.  (Checkpoint 7.1)

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Using White boards for writing to optimize individual choice and autonomy.  (Checkpoint 7.1)

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Offering the choice of using whiteboards, paper, chart paper or a computer to tell a story bit by bit gave everyone a way to engage with writing.