Trinity Zelinsky | SPED440 | Feb.

15, 2023

Universal Design for Learning Classroom Narrative

My first grade classroom is designed for more free reign and interactive learning, with

each individual student being placed specifically to their needs. The legend for students is as

follows: ADHD-students with attention deficit hyperactivity disorder, LD-students with learning

disabilities, GS-gifted students, V/HI-student with visual/hearing impairment, W-student in a

wheelchair, EL-English learner student, GE-general education students. Some students are in

groups of five, others in groups of two, and some in singles. This is to maximize efficiency and

so I as the teacher can spend more one-on-one time with those that need it; however, these could

be changed as needed for better accommodations for each student. The single students are in the

middle of the class so they are surrounded by peers in case they would rather peer support,

instead of teacher support throughout the day. In my classroom, there are different resources

each student can use as needed like the trampoline and the playmat, as well as the read and relax

center and the sensory learning center. While these are intended for everyone to use, I had in

mind specifically my ADHD and and LD students respectively. While not all ADHD students

require breaks or time to collect or dispel their energy, I would hope that in my room if there was

ever a need for it they would know that they can use the trampoline or playmat area to help

regulate. The read and relax center and the sensory learning center are intended for my ASD or

LD students as a way to have break breaks, regulate emotions, explore various sensory and

motor skills on an as needed basis, or whenever they might need. From personal experience, with

my own ADHD and experience with my brother, who has ASD and ADHD, these types of things

around the classroom help the day run smoother and enable coping methods for them. If I had

had these kinds of outlets as a child I most definitely wouldn’t have gotten in so much trouble for

certain things. In regards to cultural responsiveness, on one wall I have a poster that says hello in
Trinity Zelinsky | SPED440 | Feb. 15, 2023

a number of languages as well as two corkboards of the world and its countries. I also have

things hung up around the room that show different races, quotes, music, movies, culture, etc,

that are meant to show them that everyone is important and can do great things by simply

existing. I also have two carpets that are culturally responsive, one that shows multiple races of

people surrounding the world holding hands and a carpet depicting emotions with various people

on it as well. I wasn’t able to put it on the actual floorplanner, but I would also include a board

that was there specifically for each student to share something about their family and culture that

will always be available and can be added to along with pictures. I think that adding a more

personal touch like this type of board would help foster a relationship with my students and

hopefully will be welcoming. I want everyone in my class to feel welcome and I want them to

know that anything they need, if I can help in anyway I can and will. My read and relax center is

full of books about emotions, cultures, love, rhyming and more so students can engage in higher

thinking. This center will also have a plethora of fidgets, textiles, and manipulatives for them to

explore freely as well. I feel having this out with little to no restriction will help the students

engage in their imagination and help students focus, relax, and maintain attention to instruction.

My classroom is designed to help students grow into themselves and discover the beauty that

they have in their own minds. I want them to value themselves, their ideas, and their cultures

freely while leaning academia. My classroom reflects my own views of the world that I didn’t

really end up having until college because no one gave me room to really explore my heritage

and culture, so I had to find it own my own. It is vital to me that these kids know where they

come from and see that everyone deserves respect and welcoming, regardless of race, gender,

culture, and disabilities.