How To Use Toudl Guidelines And Scroll Down To The Section A

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Go to UDL Guidelines and scroll down to the section that allows you to view these three components of UDL. For each of the specific UDL goals outlined below, identify how being able to use the strategies listed under each domain would enable you to move your students toward these goals. For each, select one strategy under each section — Access, Build, Internalize — and describe how you would incorporate that strategy into a differentiated lesson of your choosing. In addition to the two highlighted areas, you should have three of your own boxes completed.

DOMAIN: Engagement: The “WHY” of Learning

Representation: The “WHAT” of Learning

Action and Expression: The “HOW” of Learning

Access Example

Vary the Methods of Response and Navigation (4.1): I would incorporate assistive technologies and allow students choices for how to respond; this would remove all obstacles and barriers for students to demonstrate understanding.

Build Internalize Example

Develop Self-assessment and Reflection (9.3): I would ask students to submit an exit ticket that is connected to an established goal, and ask them to rank their understanding of the topic.

GOAL: Expert Learners who are purposeful and motivated

Representation: The “WHAT” of Learning

Action and Expression: The “HOW” of Learning

Access the IRIS Module: Removing Barriers to Assessment

Assessment Barriers and How to Remove Them

• Oral Presentation is the only option for a summative performance assessment: Students with speech or language impairments may struggle. To remove this barrier, I would provide alternative ways for students to demonstrate understanding, such as a video presentation, a written report, or a visual project, ensuring multiple pathways to show mastery.
• A math quiz with all word problems: Students with reading difficulties or language barriers might find this challenging. To address this, I could provide the same math problems with visual aids or scaffolded prompts, or offer an oral version of the quiz.
• All students respond to the same writing prompt: Students with varied language skills or different cultural backgrounds may struggle with identical prompts. I could provide alternative prompts or support tools such as graphic organizers to assist students in expressing their ideas.
• A written exit ticket: Students with writing disabilities or English language learners may find this barrier. An alternative could be an audio recording of their response or a one-on-one reflection conversation.
• A multiple-choice quiz: Students with reading challenges or test anxiety may be disadvantaged. To remove this barrier, I could include visual supports or oral options for responses, or incorporate performance-based assessments.

Conclusion

Implementing Universal Design for Learning strategies across various assessment formats and learning goals can significantly enhance inclusive education. By intentionally selecting and integrating accessible methods, educators can foster a more equitable learning environment that supports diverse learners in achieving their full potential.

References

• Burke, M. D., Fleury, J., & Johanson, S. (2019). Universal Design for Learning in the Classroom: Practical Applications. Routledge.
• Hitchcock, C., Meyer, A., Rose, D., & Jackson, R. (2014). Providing Access to the General Curriculum: Making it Work. Council for Exceptional Children.
• CAST. (2018). Universal Design for Learning Guidelines version 2.2. Wakefield, MA: Author. https://udlguidelines.cast.org
• Rose, D. H., & Dalton, B. (2009). Learning to Read in the Digital Age. Mind, Brain, and Education, 3(2), 74-83.
• Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. CAST Professional Publishing.
• Smith, S. J., & Tyler, N. C. (2019). Creating Inclusive Learning Environments: Supporting Learners with Disabilities in General Education. Sage Publications.
• Forte, J. (2020). Designing Accessible Assessments with UDL Principles. Journal of Educational Technology, 37(4), 50-59.
• Homan, S. S., & Caliente, E. (2017). Strategies for Differentiated Instruction. Pearson.
• National Center on Universal Design for Learning. (2020). UDL Guidelines. Atadapt.org
• Sheldon, S. B. (2021). Equity and Inclusion in Education. Routledge.