Universal Support

Universal Support
  • Benefits a wide range of students
  • Should begin by examining & adapting the classroom environment
  • This may include differentiated instruction, establishing classroom routines, strategic placement of furniture and supplies, etc.
Why might this support be selected?
  • Part of a universally designed classroom
  • ┬áSelected when a large number of students in the class/school would benefit
Who is part of this type of intervention?

Where could it take place?

  • Involves the whole class/multiple classes, the teacher, and/or support services such as a therapist or educational assistant
  • Universal strategies could be shared with teachers as a workshop or in a written document
  • Takes place in any learning space in the school e.g., gym, classroom, playground, lunchroom, etc.
What could this support look like?
  • Universal supports are selected based on the observed needs of the specific classroom and/or school
  • Examples can include:
    • Incorporating movement breaks and increasing physical activity at recess
    • Visual schedules
    • Handwriting without Tears
    • Zones of Regulation
    • ABC and Beyond
When and How could this support be initiated and delivered?
  • Collaborative discussion after initial school meeting to set priorities and establish a plan
  • Can be a workshop or presentation to staff or a group of teachers
  • Delivery of the plan/strategies could be teacher-led or team-taught by the therapist and teacher, can involve classroom support (e.g., education assistants, volunteers)

Supporting children and youth to be successful at school, at home and in their communities.