Title: Default for UDL in EE (Pilot)
Course: Accessible by Nature: Designing EE to Support All Learners

Q: Match the terms with their corresponding definitions or examples.
- A living document that describes the child, how the educational experience is impacted for the child, supports and services needed, and annual goals | Individualized Education Plan/Program (IEP)
- A physical or mental condition that limits a person’s movements, senses, or activities | Disability
- The individual is addressed, personhood before their disability as their disability does not define their identity | Person-First Language
- Disability is viewed as a diverse cultural experience and is an essential identifier | Identity-First Language
- Changes made to the physical environment, the curriculum/materials and/or expectations – the what | Modifications
- Instructional adjustments to help a child learn the same material and meet the same expectations as their peers – the how | Accommodations
  Hint: Try again! If you need help, be sure to review the Glossary of UDL and Educational Terms.
  Hint: One more chance. If you need help, be sure to review the Glossary of UDL and Educational Terms.

Q: Which of these are characteristics of UDL?  Which are characteristics of Differentiated Instruction?  Which are characteristics of both?  Drag the markers to the regions on the background that most closely match to sort!  Tip: focus on where the little circle icon is - not where the words are!
- Zone 1 | Eliminates unnecessary barriers to learning in order to increase student achievement.
- Zone 2 | A proactive approach that responds to specific student needs.
- Zone 3 | Provides options to demonstrate learning
- Zone 4 | A proactive approach that anticipates a full range of learner needs from the onset.
- Zone 5 | Focused on Engagement, Representation, and Expression.
- Zone 6 | Focused on Content, Process, Product
- Zone 7 | Provides a responsive and optimal learning environment to maximize achievement for all learners.
- Zone 8 | Has high expectations for all learners.
  Hint: Try again! Review the UDL and Differentiated Instruction Comparison Charts and resort the characteristics you missed.
  Hint: One more try! If you didn't do this before, you can review the UDL and Differentiated Instruction Comparison Charts and resort the characteristics you missed.

Q: Match the terms with their corresponding definitions or examples.
- Providing multiple options to access information, engage with content, and display learning (performance) | Differentiation
- The foundation for multiple ways of representing knowledge; it is the process of establishing support or anchors within the content that acts as a support platform for the learner | Scaffolding
- A 5th grader with a 3rd grade reading level working in their nature journal developed for 5th grade reading level. | Cognitive Barrier
- A bathroom with steps and no stalls and no support rails | Physical Barrier
- Groups of learners are given a matching game that requires reading, in one group, a visually impaired learner sits quietly while her group completes the activity without speaking to her | Social Emotional Barrier
- Physically accessibility to the learning space and materials, engagement in the learning activity at the same time as their peers toward the same lesson goal | Full Participation
  Hint: Try again! If you need help, be sure to review the Glossary of UDL and Educational Terms.
  Hint: One more chance! If you need help, be sure to review the Glossary of UDL and Educational Terms.