RtI, UDL, and Theatre: A Lesson In Self Expression

Week 5 Blog-Rti and Universal Design Learning

Part I

Not all students are created equal. Some students are independent and can “do it on my own!” Other students have brilliant ideas, but do not possess the skills needed to bring their ideas to fruition. Understanding the CAST Universal Design for Learning (UDL) and incorporating UDL strategies into lesson plans can help bring out the best in all students.

    In the article “A Comprehensive Approach to RtI: Embedding Universal Design for Learning and Technology,” the authors outline the common links between the Response To Intervention (RtI) and the Universal Learning Design (UDL) frameworks (Basham et al., 2010). Both frameworks operate on a tiered system. Tier one supports all students, tier two provides targeted interventions, and tier three provides more individualized instruction. Although RtI and UDL have many similar qualities, they have not “crossed paths” much in the classroom. The authors of the article suggest incorporating the different levels of UDL support into each tier of the RtI process (Basham et al., 2010). By combining these two powerful frameworks to support students, educators can unlock many doors students once felt were impossible to access.

In my lesson, “Acting Isn’t Just for the Actors,” the multitier design of both the RtI and UDL frameworks can be easily integrated so all students can successfully complete the assignment. First, RtI students' goals must be reviewed. Once the teacher has a solid understanding of what supports and scaffolds a student needs, the lesson can be customized to meet the specific needs. For example, if a student struggles with dysgraphia, the teacher may allow the student to create their project on an iPad so they can use the touchscreen technology instead of typing or handwriting the written parts of the project (Basham et al., 2010). This simple change incorporates the “Action and Expression” UDL guideline and accommodates for the student’s fine motor limitation.

Part II

In order for students to get the most out of an assignment or project, they must be authentically engaged. UDL design guideline 8.3 includes activities to foster Collaboration and Community. Through the development and implementation of cooperative learning groups, my lesson provides the opportunity for students to experience the creative process together. They communicate their ideas, listen, and make changes all while working toward the same learning goal.

communicate their ideas, listen, and make changes all while working toward the same learning goal. 

Another UDL guideline that is incorporated into my lesson falls under the Action and Expression umbrella. 5.2 includes using multiple tools for construction and composition. Students are encouraged to develop pictorial story maps to brainstorm and organize ideas. They have the autonomy to create these with pencil and paper or electronically using clip art. Another construction tool made available are sentence stems. Sometimes just getting started is the hardest part. A simple sentence stem can prove to be the powerful springboard a student needs for their ideas to take off! What may seem like a small accommodation can make a huge impact on a student’s ability to really show what they know and exceed beyond their own expectations. By including strategies from the UDL, teachers are giving all students the key they need to unlock the door to their learning.

References:

Basham, J. D., Israel, M., Graden, J., Poth, R., & Winston, M. (2010). A comprehensive approach to RTI: Embedding Universal Design for Learning and Technology. Learning Disability Quarterly, 33(4), 243–255. https://doi.org/10.1177/073194871003300403

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org