A New Approach to Universally Designing Curriculum in High School Classrooms

Speakers: Vicki F. Knight, Ph.D., BCBA

*This speaker will be presenting in person at the Penn Stater.
**This session is available for in person and virtual attendance.

This session focuses on the practical “how to” of setting up your high school classroom in a way that supports diverse learners, including students with low incidence disabilities and their teachers. A practical, five step process for planning, instruction, and assessment of classrooms that integrate evidenced based practices into one simple method is outlined. In addition to academic instruction, the "three-block model" of UDL will also be covered. The “three block model” includes methods for building classroom climate and school-based social and emotional skills, including developing students’ sense of belonging / connectedness, social skills and understanding related to interpersonal connection, and ability to work collaboratively with others. In these current times, it is difficult for students to learn academic content, given the effects of the pandemic, without a continued focus on social and emotional regulation, learning, and skill development.

Credits: Act 48, ASHA

Audience: Special Education Teachers; Teachers/other professionals who work with students who have sustained traumatic brain injury; Speech Therapists; General Education Teachers; Supervisors/Administrators; Assistive Technology Specialists; Parents, Guardians, Family Members; Paraprofessionals

Speakers’ Bio: 


Victoria (Vicki) Knight
is an Associate. Professor in Special Education at the University of British Columbia. Dr. Knight has more than 25 years of experience working with students who have autism spectrum disorder (ASD). Her research interests include: (a) promoting learning of academic content, especially in the areas of science, technology, engineering, and math (STEM); (b) evaluation of the collateral benefits of inclusion in STEM for students with ASD, and (b) evaluation and dissemination of evidence-based practices for students with ASD. She has published, presented, and trained educators in these areas internationally. Dr. Knight was recently presented with a Research Award by the Council for Exceptional Children, Division of Autism and Developmental Disabilities for her impact and innovation in the field of ASD. She has published 45 peer reviewed articles and presents internationally on these topics. Dr. Knight serves on the editorial boards of three journals, including the Journal of Special Education, Research and Practice for Persons with Severe Disabilities, and Focus on Autism and Other Developmental Disabilities. She works closely with undergraduate, graduate, and doctoral students across several research projects.