Scott Smith

Again, since each kid is different and ASD presents so differently, instruction needs to be tailor for each kid.  

Finding solutions is key.  That may mean conversations with parents, the student and other professionals in order to provide the supports necessary to achieve in the classroom.  

The thing that relates to the classroom for me is that there are high functioning kids with ASD who mask very well.  That is something that as teachers we need to recognized and be aware of strategies to effectively reach those kids.  

I've learned that there are many diverse ways in which ASD might present and that each individual is different.  Therefore, the classroom must be a patient place. 

I intend to really try to offer kids options in expressing themselves.  Visual guides or picture art along with audio and video presentations will be opening the door to better expression.  

UDL is most effective when the learning outcome or objective is easily identified by the student.  If the student knows the destination, then the path can be chosen by the student in a manner that best that student.  

Mostly, UDL strategies need to be suited to students on an individual basis.  That means getting to know the kids and be flexible.  Also use tools around you to make things easy.  Use AI to manipulate materials for your kids.  Lastly, be ready to anything you can to help present material and achieve learning outcomes for each student.  

UDL should be like when you show up to a friends house for a pot luck dinner.  You may not choose everything, but you can choose the stuff you want to.  

UDL needs to have multiple paths to the learning targets and also employ multiple manners in which students can express or communicate their learning.  It is mostly about being creative and flexible for each student.