A Reflection of UDL

Universal Design for Learning (UDL) stands at the forefront of contemporary efforts to create access to educational curricula for all students, including those with disabilities. The "universal" in UDL does not mean there is a single solution for every student. Instead, it emphasizes the need for flexible approaches to teaching that meet the needs of different kinds of learners.   Many teachers already use the principals of universal design for learning and the techniques without even knowing it.  A good teacher already provides multiple examples, highlights critical features, provides multiple media formats, and supporting background knowledge. (Rose,, D., & Meyer, A. (2002)  Creating a lesson using the UDL format was relatively simple for me personally.  As a special education teacher I am constantly looking for a variety of ways to engage and teach to a variety of learning styles.  I often “take what I can get” from any of my students.  They may choose to draw a picture, create a chant, create a picture presentation on the computer.  I don’t really care how they give me what they have learned as long as they give me something.  I think that is what UDL is all about.  This way of teaching allows a teacher to leave behind so called “traditional” teaching behind.  It allows a teacher to accept any form of work a student will produce and encourages students to be creative and more importantly to think for themselves.  Of course, guidance will always be needed and it may take some “training” for the students to learn what acceptable work looks like.  

Technology can support much of the effort toward curriculum access, participation and progress. Technology increases independence, personal productivity and empowerment. It can facilitate the kinds of interactions that occasion instruction, and it can transform static curriculum resources into flexible digital media and tools (Jackson, R. M., 2004).  I incorporated a variety of technology solutions into my team’s scenario solution that could be utilized based on the variety and severity of disabilities encountered in the classroom.  I also included a separate page on our website addressing a more inclusive range of solutions, from assistive technologies to highly conventional personal computers.  It can be difficult to know what to use to meet a student’s specific needs, so having a variety of options to choose from can be beneficial.  As I started compiling the list I was surprised at how extensive the list is.  Technology is constantly advancing, so too is the list of resources that can meet the needs of special education.

Citation:

Teaching Every Student in the Digital Age: Universal Design for Learning, Chapter 6:  Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Jackson, R. M. (2004). Technologies supporting curriculum access for students with disabilities. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved [insert date] from http://aim.cast.org/learn/historyarchive/backgroundpapers/technologies_s...