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Neurodiversity 3 & 4

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Notes and reflections from Part 3: An overview of support strategies and their underpinning principles

Designing support for neurodiverse classrooms 

What are some of the ways you present values around difference to students?

You might like to experiment with this.  

Case Study: Northcote College 
Case Study: Westlake Boys High School 
Case Study 3: Stonefields School
Reflect
The transition to school for new entrants

The transition between years 

Think about the classes from whom your students transition into your class (or alternatively, the classes that they transition into after being with you).

The transition into secondary learning settings  

Consider in what ways the transition process to your school can be flexible to meet the needs of diverse students.   

Reflect

Notes and reflections from Part 4: Universal Design for Learning

Multiple means of engagement

You might like to add these to your Class Profile. 

Multiple means of representation 

Please add these to the strategies column of your Class Profile. 

Multiple means of action and expression 

Write some of the methods and approaches you would like to offer in the strategies section of your Class Profile. 

Using technology and assistive technology
Click to reveal answer

Dairies and calendars, voice-to-text, word processors, voice notes, text readers, text organisers (such as the features Ollie describes of Google ReadWrite), graphic organisers

  

Have another look at this list. Which of the UDL principles do these technologies support?  

Answer

text readers, graphic organisers

Answer

text organisers, text readers, graphic organisers

Answer

dairies and calendars, voice-to-text, word processors, voice notes, graphic organisers

Add these now to the strategies column of your Class Profile. 

UDL Activity
Options for EngagementOptions for Representation/InputOptions for Action and Expression/Output (and executive functioning supports)
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