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Intro to UDL for Instructional Assistants & Paraeducators

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Workshop Overview

  1-3 hours of interactive learning

  Pair with another workshop for a full day of in person learning

 Up to 250 attendees (space should support collaboration)

 Optional 30-minute pre-engagement call with the facilitator

  30-days of access to a recording with additional fee (virtual sessions only)

 Prerequisites: None

 

Description

How can support staff and instructional assistants play a key role in fostering inclusive learning environments? Universal Design for Learning (UDL) is a framework that helps all students access and engage with learning in ways that work best for them. In this session, we’ll explore the core principles of UDL and how support staff can use simple, practical strategies to remove barriers, provide meaningful scaffolds, and promote student independence. Whether working one-on-one or in small groups, instructional assistants and paraeducators will leave with actionable ways to create more flexible and accessible learning experiences for all students.

Objectives

  • Understand the role of paraeducators in creating inclusive learning environments that support all learners.
  • Use scaffolds, prompts, accommodations, and tools that help students access learning while building independence.
  • Partner effectively with teachers to provide flexible supports that promote student engagement, participation, and success.

 

Workshop Facilitators

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Other sessions to check out

F-1

Intro to UDL

Universal Design for Learning (UDL) offers a proactive alternative to retrofitting instruction by anticipating and removing barriers to learning before they arise. This session introduces UDL’s three core beliefs and models practical strategies and routines to help educators design for learner variability and promote student success.

  • Prerequisites: None
  • General Education Teachers & Leaders
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F-2

UDL Principles in Action

This session explores the brain-based science behind Universal Design for Learning (UDL) and its three core principles. Participants will examine how the UDL Guidelines support inclusive, flexible design through practical strategies and real classroom examples.

  • Prerequisites: F-1
  • General Education Teachers & Leaders
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F-3

Building Learner Agency

Action-oriented feedback and reflection are key to building learner agency. This session offers practical strategies to support student growth through meaningful feedback, structured reflection, and manageable routines for both teachers and students.

  • Prerequisites: F-1 & F-2 or equivalent knowledge
  • General Education Teachers & Leaders
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