Universal Learning Design Checklist

Cooking
7.1: Optimize individual choice and autonomy
Engagement-Self Regulation
Providing learners with a choice regarding the activity they are about to complete is one
way to ensure student interest. Before diving into cooking, allow students to reflect on
their own likes and dislikes. Find out which food is the child’s favorite and create the
lesson from there. Depending on the level of severity, Autism may also come with certain
health restrictions or dietary needs. It is important to be aware of those needs and cook
food that the student is able to eat.

2.3: Support the decoding of text, mathematical notation, and symbols

Representation-Language & Symbols
Many different measurements can be used while cooking. It is important to explain and
display all mathematical numbers or symbols and worded instructions in a way that the
student will understand. Some students with Autism may respond best to enlarged text
accompanied by images. Other students with Autism may do better with auditory
instruction. Some may even need manipulatives to visualize the concept. Assistive
technologies can also be used as stated in a child’s IEP.

8.4: Increase mastery-oriented feedback

Engagement-Sustaining Effort & Persistence
Some students with Autism may be hesitant to try new tasks. Students with Autism tend
to struggle with change or transitions. Some students with Autism also have sensory
disorders in which they refuse to touch certain materials or ingredients. Adaptations
could include step by step instruction, modeling, and using gloves. On top of these
adaptations, teachers should provide positive feedback that encourages perseverance.
Teachers should also encourage the use of new supports and strategies. Instead of just
providing feedback at the end of the activity, teachers should give positive
remarks after every step.

Personal Hygiene
6.1: Guide appropriate goal setting
Action & Expression-Executive Functions
Each student comes from a unique background. Therefore, each student will have their
own background experiences with personal hygiene. Sometimes students with Autism get
so excited about a task or activity in the future that they forget to act in the present. Goals
and schedules should be posted clearly and in an obvious place to remind students to
complete the task. Goals should also be acquired slowly and broken down for students
 with Autism. For example, maybe the student should be applauded for remembering all
the steps for brushing teeth once a day before they are scolded for not brushing twice. As
the student acquires the skill, goals can be changed or increased. For example, once the
student masters brushing twice a day, maybe he or she moves onto flossing.

3.4: Maximize transfer and generalization

Representation-Comprehension
Students with Autism may struggle with the transfer of knowledge to skill. In order to
guide students in applying their skill knowledge teachers should utilize checklists,
organizers, mnemonic devices, etc. Teachers should also consider implementing a task
analysis for students. Social stories may also be beneficial for breaking down the steps
one by one and then blending them together.

4.1: Vary the response and navigation

Action & Expression-Physical Action
Some students with Autism also have sensory disorders. For example, some students with
Autism have a sensitivity to loud noises. An adaptation would be allowing these students
to wear headphones when instruction is not necessary. Other manipulatives should be
accessible to all students as well. Locations are another aspect of learning that can and
should be varied depending on a child’s instructional needs. For example, if a student
with Autism is overwhelmed by the crowd or noise of using a public bathroom, that
student should have access to a single in the classroom or family bathroom. Introducing
new ways to complete tasks reduces the learning barriers for students with disabilities.

Shopping
1.1: Offer ways of customizing the display of information
Representation-Perception
Students with Autism have trouble transitioning. Therefore, they may remain focused on
one single concept before moving on to another concept or step in a process. In order to
reach a specific student step by step instructions may need to be presented in different
ways. For example, adjusting the font size, color, or style. Another adaptation would be
implementing images or graphs. The task process may also need to be chunked. This
means only providing the student with one step at a time. Information can also be
presented by auditory means. Adaptations include timing, speed, and volume
considerations.

7.2: Optimize relevance, value, and authenticity

Engagement-Recruiting Interest
It is important for learning experiences to be relevant to student’s lives. Teachers should
 provide students with authentic experiences. Students with Autism do not typically wish
to engage in pretend play. Therefore, taking these students on field trips can enhance
learning. For example, taking them to a real grocery store and allowing them to shop may
be more beneficial than a pretend store with fake money.

8.3: Foster collaboration and community

Engagement- Sustaining Effort & Persistence
Some students with Autism may have trouble engaging in social situations. For example,
a child with Autism may avoid eye contact or not respond to their name. Creating a
community in the classroom and encouraging group activities can promote peer
interaction. Team work can also be achieved when students are working toward the same
goal or objective. Students may also bond over similar interests. Social stories or life
skills games can be helpful in encouraging this interaction. Classroom aids or peer tutors
can also be utilized in these situations.

Handling Money
5.3: Build fluencies with graduated levels of support for practice and performance
Action & Expression- Expression & Communication
Students with Autism may need various levels of support depending on the severity of
their disability. In order to reduce learning barriers, the curriculum should offer freedoms.
Different methods of modeling can be extremely helpful to students. Physical examples, textile
examples, and audio/video examples can all be helpful in skill acquisition. Teachers should
allow for exploration and experimentation to show different approaches to a problem. Teachers
should also provide individual feedback for each student so that all students can work toward
their specific life goals.