Evelyn Babaroudi

December 16, 2015

Touro University Nevada
LAUSD Special Project
February 2016
Unique Topic: Time for Peace (History)
Skills Addressed: Sensory skills, motor, praxis for dressing skills
Intervention:
Child uses magnetic dowel to rod visuals from designated area. Visual will indicate
clothing item, i.e. glove, scarf, vest, button-up, and jacket. Child will locate and obtain
selected clothing item from basket within visually distracting background to target visual
perceptual skills (visual discrimination, figure-ground)
Dressing skills and manipulating fasteners to address fine motor. Child can
engage in: Buttoning and unbuttoning shirt, zipping and unzipping jacket,
snapping and unsnapping snaps, hooking and unhooking latches
Dressing skills followed by placement of clothing on cardboard cutout (historical
figure)
Universal Design for Learning
Multiple means of representation: oral directives, visual directives, tactile
opportunities
Multiple means of engagement: tool use, actual manipulation of items
Action and expression: physical engagement in activity, gestural cues or pointing
to indicate knowledge of where clothing goes
March 2016
Unique Topic: The Hot, Hot Sun
Skills Addressed: Visual motor and visual perceptual skills
Intervention:
What Melts in the Sun?: Match items in muffin tin referencing visuals indicating
placement of objects. Place tray in sun and set timer for 10 minutes. Record results on
chart using visuals with Velcro to indicate knowledge of melted and non-melted objects
Universal Design for Learning
Multiple means of representation: oral directives, visual directives, auditory and
tactile opportunities
Multiple means of engagement: manipulation of objects, verbal or gestural cues if
unable to physically participate. Emphasizing basic knowledge of the sun and its
impact (heat) on objects.
Action and expression: oral response, gestural or tactile response, physical
engagement in activity, eye-gaze or tracking to indicate response or expression
April 2016

Unique Topic: Can I Buy It? (Economics)

Skills Addressed: Visual motor and visual perceptual skills
Intervention:
Mathematical Shop Role Playing Game: Use of Popsicle sticks with visuals on display
case in store. Visuals will indicate item to be purchased and cost of item. Child will use
adapted coins (larger size) to buy items on display
Universal Design for Learning
Multiple means of representation: oral directives, visual cues, tactile engagement,
adapting size of materials to address cognitive, visual, or physical impairments
Multiple means of engagement: providing choices, providing visuals related to
their developmental level and interest, emphasizing short-term goal or long-term goal
of
concept (buying and selling)
Action and expression: indicating choice either through verbal response, eye gaze,
and gestural/pointing, matching coins to amount indicated
May 2016
Unique Topic: Fast and Slow, the Earth Changes
Skills Addressed: Exploratory play, purposeful interaction with play tools and objects
Intervention:
Playdough activity (stretchy night sky playdough): Sensory (tactile) approach to exploring
the concepts of space, night and day, light and dark, etc. Incorporate glow in the dark
shapes and decorative fillers (stars), bounce balls and marbles (planets) to create galaxy.
Targets fine motor skills through use of manipulating content (knead, stretch, push, poke,
etc.). Visual perception (visual discrimination, figure ground) used to locate items in
playdough. Exploratory play with items of varying qualities i.e. smooth, stretchy, rough.
Ingredients for playdough:
1 cup Conditioner
2 cups Cornstarch
Food Coloring
Glitter (Optional)
Directions:
Combine cornstarch and conditioner in large bowl
Add food coloring and glitter
Mix well until ingredients are blended
Knead with hands until you have smooth consistency
Mix for 1-2 minutes
Materials:
Glow in the dark shapes (Dollar Tree)
Marbles (Dollar Tree)
Bounce Balls (Dollar Tree)
Decorative Fillers (Michaels)
Universal Design for Learning
Multiple means of representation: oral directives, visual directives, tactile
opportunities

Multiple means of engagement: manipulation of items, hand-over-hand assistance

to facilitate engagement, having items in a container and allowing some students
to pour or use container as adaptation as opposed to using their hands
Action and expression: tactile opportunities, visual representation of objects, i.e.
shape of stars, color of galaxy, and differentiating size of items, using
tactile
discrimination to manipulate items and determine quality of items.