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Story mapping is an effective visual strategy to enhance comprehension of narrative text in students, with or without disabilities. This article demonstrates how instruction can be designed using principles of universal design for learning with the evidence-based story-mapping strategy to improve reading comprehension for elementary students with a reading disability. Applying the principles of universal design for learning in the instructional design of a story-mapping lesson increases accessibility and removes barriers to engagement and interaction experienced by students with learning disabilities who have reading and writing challenges. An illustration of the planning and delivery of a universal design for learning enhanced story-mapping lesson that fits into the classroom schedule in inclusive general education or special education classrooms is included.

Self-regulation skills have been found to be an important predictor of achievement in mathematics. Teaching a student to regulate his or her behavior during independent math work sessions using self-monitoring of performance with selfgraphing focuses him or her on academic performance and results in increases in productivity and math proficiency. This article describes the process of designing and implementing this intervention.

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