A key component of Unique Learning System® is the Differentiated Task Levels that allow ALL unique learners in a classroom to take part in the SAME standards-based activity. This differentiation allows unique learners of varying developmental levels to participate with learning goals appropriate for his or her specific needs. Service providers will deliver the same lessons at different levels of difficulty based on the ability of each unique learner. Lessons are commonly differentiated with varying degrees of text, symbol support, and manipulative materials.
The Three Levels of Differentiation Are:
Level 3: Unique learners who benefit from level three cognitive learning supports may typically learn to read text, produce simple writing, perform basic math processes, and demonstrate comprehension of modified content learning information. These students typically perform tasks with the greatest degree of independence.
A unique learner who benefits from Level 1 supports may likely show observable and measurable behavior that is termed pre-symbolic communication. Pre-symbolic communication is a nonstandard mode of communicating which is interpreted through behaviors such as body movement, facial expressions, and sounds. Pre-symbolic communication is generally unintentional. Unique Learning System encourages the use of pre-symbolic behavior to develop an active response mode. For example, the service provider interacts with the unique learner in preparation to read a story. The unique learner makes a nonverbal sound that the service provider interprets by saying, “I heard your sound. That tells me you are ready to hear the story”. While this vocalization may have been an unintentional signal, it is the start to building an intentional active response mode because it was acknowledged.