4 Self-Regulations and Utilizing Universal Design for Learning (UDL) Practices

Stressed brains can’t teach, and stressed brains can’t learn.

– Souers & Hall

Dr. Chow: Consistency and Reliability

Often children and adolescents experiencing trauma deal with situations outside of their control. Likewise, teachers and school counselors are confronted with situations and traumatic responses from students which may be beyond their control. The goals of self-regulation then become, 1) What can I control and what is outside of my control? 2) How do I manage the stress associated with the situation? 3) In what ways can I be more proactive than reactive?

Here are several strategies to approach all learners more proactively:

1. Stay calm. Having a calm, level demeanor allows individuals to “match” your response. As an adult in the situation, it’s critical that you do not escalate when a child’s behavior does. Having the ability to remain calm and level-headed in the situation will allow the dysregulated student to calm more quickly. Modeling and staying calm within your body and in your tone of voice will help soothe and repair the relationship more quickly than a raised adult response.
2. Be consistent. Kids crave consistency and thrive in routine. Knowing what to expect and what is coming provides a sense of security. Consistency and routine can help calm the nervous system and provide a feeling of safety in the environment. For students who live in chaos, consistency can be the calm that helps them experience a sense of predictability and safety, so that they can begin to build resilience. When you anticipate changes (i.e., change in the class schedule, having a substitute) speak about the anticipated change in advance and help problem-solve what it may look like.
3. Build calm. Build an environment that creates a feeling of calm. Dimmed lights, limited space, and a simplistic space help to soothe the senses. Limit clutter and excess, as too many stimuli and too much choice (20 choices vs. 2 choices) can overstimulate and overwhelm individuals and trigger unwanted behaviors.
4. Anticipate the needs. Look for patterns in behavior so that you can help anticipate needs and offer structure, consistency, and extra patience around those potential events. If you know that a student is triggered by a certain stimulus (e.g., math class, 4-day weekend) offer structure and consistency around the event. Learn and know the student’s patterns and tendencies to better support the situation by avoiding power struggles and staying emotionally regulated.
5. Listen to your body. Two primary experiences co-exist in every interaction. Our brain is constantly sending and searching for cues of safety and danger. Notice your tone of voice, posture, gestures, the intensity of your response and ask: “What message is my body sending? Am I inviting this child to calm and experience new possibilities, or is my interaction leading us to reactivity and reinforcing survival behaviors?”

Calm, consistency and regulation are important and necessary in all situations and environments. While the previous information uses school-related examples, the ideas of calm and consistency are fundamental in building regulation and resilience. Think about how you already use some of these approaches in your day-to-day experiences with children, and how you might enhance or work towards intentionally adding in more proactive elements to build calm and consistency.

Creating a space that is relaxed and inviting will help to regulate and to learn. The following section is geared specifically towards developing classroom lessons and the educational/classroom environment in a way that can potentially be more preventative, meaningful, and supportive of all students, including those impacted by trauma.

Dr. Lane: Consistency and UDL

Universal Design for Learning

Universal Design for Learning (UDL) strategies help create a healthier and more proactive learning environment that seeks to create access for all. UDL is the design of instructional materials and activities that make learning achievable for individuals with wide differences in abilities. UDL is a process designed to remove barriers to learning by building flexibility and differentiation for student success into the learning that can be adjusted for each person’sstrengths, abilities, and needs.

A common example of UDL in our day-to-day lives are curb cuts. Curb cuts remove the edge or barrier to side walked areas. Curb cuts benefit a variety of individuals- a person who uses a wheelchair, those pushing a stroller, small children and elderly, or those who are a bit unstable when stepping up. As you can see, this adaptation removes a barrier, proactively benefits numerous individuals and makes an environment that is more accessible. UDL should be the foundation of all learning as,

“UDL guides the design of learning experiences to proactively meet the needs of all learners. When you use UDL, you assume that barriers to learning are in the design of the environment, not in the student. UDL is based on brain science and evidence-based educational practices” (Posey, 2023).

Three key ideas frame how to best support learners: using various forms of engagement, representation, and expression.

1. Multiple means of engagement refer to how to best engage the individual so they can best process the information. Some examples include using a computer or iPad, hands-on practice, movement, worksheets, or organization visuals to practice the new idea.
2. Multiple means of representation means that the content is represented in different ways. The same information can be accessed and obtained in a variety of ways. In example might be reading material that is recorded.
3. Multiple means of action and expression refers to the different options for students to demonstrate learning. Some examples might be submitting a recorded presentation vs. giving a live speech, or instead of writing an essay or completing a multiple choice the student is able to show their knowledge through an oral response.

(CAST, 2018; Frey & Knackendoffel, 2012; Posey, 2023)

UDL Successful Adaptations

Establishing a secure and supportive classroom is crucial for children and teens who have experienced trauma. In a classroom that prioritizes safety and regulation, individuals with traumatic experiences receive not just academic support, but also the emotional scaffolding essential for their growth. This comprehensive approach aids in rebuilding a sense of security, creating an environment that fosters both academic and emotional development. Listed below are some adaptations that teachers and school counselors can easily provide to differentiate learning for students and help make learning meaningful while helping students stay regulated and engaged.

1. Size of assignment or workload. If the goal is for the student to show knowledge and mastery, could they do so by completing 5 questions instead of 10?
2. Time allowed on the assignment. Sometimes giving extra time can calm the student so they don’t feel rushed, which can allow him/her to engage or be more successful. Another slight change in assessing the time needed in group or classroom settings is to ask the question “who needs more time?” as opposed to “who is done with their work?”
3. Types of input/content for learning. Considering a variety of learning opportunities to assess diverse learning styles, abilities and preferences with the classroom. Could there be multiple means of material to accommodate diverse learning styles and abilities within the classroom (text, audio, and visual aids) to appeal to different learning preferences?
4. Types of output/products of learning mastery. Consider how a student demonstrates their learning and mastery. Could there be flexibility in how students express their knowledge, strengths, and creativity?
5. Difficulty of tasks. Consider how the learning or assignments could be broken down for easier consumption. Could tasks be broken down from complex concepts to smaller, more manageable steps for gradual development and scaffolding?
6. Participation. Consider various ways students can participate. Could a student complete the work independently, with a partner, in a group?
7. Level of support in the activity. Consider the level of support that might be needed for a student to optimally participate and selfregulate.
8. Environment. Consider how the environment might be helping or hindering a student’s ability to feel safe, self-regulated, and connected. Often less choice can lead to less chaos. Could less choice and more structure support the overall goal and limit unnecessary escalation?

(CAST, 2018; Frey, 2012; Posey, 2023)

REFERENCES

• CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
• Frey, T.J., & Knackendoffel, E.A. (2012). Meeting the Needs of Exceptional Students: The Importance of Technology in Teaching and Implementing Universal Design for Learning Principles. In D. Polly, C. Mims, and Persichittie (Eds.), Creating Technology-Rich Teacher Education Programs (pp. 28-47). IGI Global.
• Posey, A. Universal Design for Learning (UDL): A teacher’s guide. Retrieved from https://www.understood.org/en/articles/understanding-universal-design-for-learning