4. Mrs. Burgess is a sixth-grade language arts teacher whose class includes Renata, a student with a significant cognitive disability. Mrs. Burgess is planning a unit in which her students will read and compare texts on similar topics in different genres (e.g., drama, fiction, biography, poetry). Renata enjoys the class, is engaged when the class is reading texts aloud and discussing different topics, and loves to share her thoughts about the topics. However, Renata reads only a few dozen sight words and is unable to read the grade-level texts. Although Renata has physical disabilities that affect her fine motor skills, she is able to communicate verbally.

a. Identify one type of service or support that may benefit Renata. Explain how this service or support would support her in Mrs. Burgess' language arts class.

b. Mrs. Burgess wants to use UDL to design accessible lessons for all her students. For each of the three ULD principles (engagement, representation, action and expression), identify one strategy Mrs. Burgess might use when designing her unit. Explain how this could benefit Renata as well as other students in the class.