A key component of Unique Learning System® is the Differentiated Task Levels that allow ALL students in a classroom to take part in the SAME standards-based activity. This differentiation allows students of varying developmental levels to participate with learning goals appropriate for his or her specific needs. Teachers will deliver the same lessons at different levels of difficulty based on the ability of each student. Lessons are commonly differentiated with varying degrees of text, symbol support, and manipulative materials.
Level 3: Students 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 student who benefits from Level 1 supports may likely show observable and measurable behavior that is termed pre-symbolic communication. Pre-symbolic communication is nonstandard modes of communicating which are interpreted from behaviors such as body movement, facial expressions, and sounds. Pre-symbolic communications are generally unintentional. Unique Learning System encourages the use of pre-symbolic behavior to develop an active response mode. For example, the teacher interacts with the student in preparation to read a story. The student makes a nonverbal sound that the teacher 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.