Hello, if a student has "no speech," they can't pronounce words. It should be clarified that perhaps, the word should be read to them along with a visual (pictorial representation).

If the student is visually impaired, you can't use an "image" to represent a word. A tactile object would be more appropriate. I feel that blind and deaf individuals should be separate in category.

I've worked with students who have multiple disabilities all in one-- blind, immobile and nonverbal. I've had to create lessons way outside the box to serve them. I've attended several UDL conferences to share my ideas.

The best curriculum that I've come across with regard to differentiation is called, "Unique," as the educator can tailor the curriculum to the specific needs of the students. This curriculum is most frequently incorporated in a special school, not public education, though it should be. It would help teachers who aren't exposed to working with individuals who have multiple disabilities, on how to tailor curriculum to individual needs, and is aligned with state standards. It also counts towards DLM testing, so the students don't have to take the DLM separately.

Hello, if a student has "no speech," they can't pronounce words. It should be clarified that perhaps, the word should be read to them along with a visual (pictorial representation).

If the student is visually impaired, you can't use an "image" to represent a word. A tactile object would be more appropriate. I feel that blind and deaf individuals should be separate in category.

I've worked with students who have multiple disabilities all in one-- blind, immobile and nonverbal. I've had to create lessons way outside the box to serve them. I've attended several UDL conferences to share my ideas.

The best curriculum that I've come across with regard to differentiation is called, "Unique," as the educator can tailor the curriculum to the specific needs of the students. This curriculum is most frequently incorporated in a special school, not public education, though it should be. It would help teachers who aren't exposed to working with individuals who have multiple disabilities, on how to tailor curriculum to individual needs, and is aligned with state standards. It also counts towards DLM testing, so the students don't have to take the DLM separately.

Hello, if a student has "no speech," they can't pronounce words. It should be clarified that perhaps, the word should be read to them along with a visual (pictorial representation).

If the student is visually impaired, you can't use an "image" to represent a word. A tactile object would be more appropriate. I feel that blind and deaf individuals should be separate in category.

I've worked with students who have multiple disabilities all in one-- blind, immobile and nonverbal. I've had to create lessons way outside the box to serve them. I've attended several UDL conferences to share my ideas.

The best curriculum that I've come across with regard to differentiation is called, "Unique," as the educator can tailor the curriculum to the specific needs of the students. This curriculum is most frequently incorporated in a special school, not public education, though it should be. It would help teachers who aren't exposed to working with individuals who have multiple disabilities, on how to tailor curriculum to individual needs, and is aligned with state standards. It also counts towards DLM testing, so the students don't have to take the DLM separately.

Hello, if a student has "no speech," they can't pronounce words. It should be clarified that perhaps, the word should be read to them along with a visual (pictorial representation).

If the student is visually impaired, you can't use an "image" to represent a word. A tactile object would be more appropriate. I feel that blind and deaf individuals should be separate in category.

I've worked with students who have multiple disabilities all in one-- blind, immobile and nonverbal. I've had to create lessons way outside the box to serve them. I've attended several UDL conferences to share my ideas.

The best curriculum that I've come across with regard to differentiation is called, "Unique," as the educator can tailor the curriculum to the specific needs of the students. This curriculum is most frequently incorporated in a special school, not public education, though it should be. It would help teachers who aren't exposed to working with individuals who have multiple disabilities, on how to tailor curriculum to individual needs, and is aligned with state standards. It also counts towards DLM testing, so the students don't have to take the DLM separately.