- 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
- Selected 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.