Universal Design For Learning

    Universal Design Learning or UDL is a framework used to improve learning amongst all students. Since we all learn differently these guidelines are designed to meet the needs of all the students to ensure that the learning is meaningful and challenging.


UDL guidelines I am already using:


Engagement- I design activities so that the learning outcomes are authentic and can be communicated to a real audience. The assignments I give are age and ability appropriate, considering the plans my special education students have. I also create a supportive environment by posting calendars and a class routine where the students know what will follow.


I enjoy doing brain breaks in class when they are working to create a small break for students. I provide feedback promptly that encourages students to face challenges.


Representation - Something I use already is layout visuals, graphs, images to help my students understand things better and use text for videos and animations. I also like to use symbols or mnemonic devices to explain skills. I highlight transition words in essays and when reading materials to help them make connections. I also translate and let students use different methods of translation when needed. I also chunk information into smaller ideas.


Action and Expression: I use base ten blocks and manipulatives when tutoring for math. I provide spell check and word prediction software. I also post goals in objectives where they are visible to the students. I ask questions throughout lessons to guide self-monitoring



UDL guidelines that I can add right now to my teaching practice:


Engagement- I should include a self-reflection survey at the end of the projects I assign, or a personal response. Another thing I can do is do more group work with appropriate rubrics to follow.


Representation - Provide checklists and sticky notes to be able to make the information easier to learn.


Action and Expression: Provide differentiated feedback. When working on projects, I should provide guides to break long-term goals into more reachable short-term goals. I should be able to show representations of growth and progress over time.


These guidelines look great, but I need some help incorporating:


Engagement- I would like to be able to provide feedback when I see patterns of error into a positive strategy for later use. I would also be able to help my students find a way to manage their frustration when they feel they are struggling with a subject.


Representation: I need to find tools to use to allow speech to text so that the students that struggle with writing can feel more comfortable. I find it difficult sometimes to find key information in their dominant language.

Action and Expression: Action and Expression: I need to teach my students more keyboard commands and verify that my students, especially those with disabilities, have touch screen laptops to facilitate. I need to be more open to differentiated models.


    Teaching reading is a complex challenge, especially when a class is diverse, reading and working differently, and at their own pace. I would like to learn more about implementing UDL in both reading and writing. As a current 6th grade reading teacher, I want to be able to have different approaches to students' learning, especially those with disabilities. It would be valuable to learn about educational technology that can guide and facilitate implementing UDL lessons in the class.

    One of the videos I watched covered the importance of knowing and understanding how to use Chrome extensions with students to help facilitate instruction. Some of these extensions could be used to highlight, use a sharp contrast background, change the font, and clean up the page to minimize distractions. Perez explained that these extensions are of benefit to most students, “So that's basically what this does, is it cleans up the page and it gives you the dyslexic font and then adds that color gradient” (Perez, 12:30). Some of the extensions mentioned were Extensity, Beeline Reader, Readability, Speechmaker, and Speak It. I believe as educators and librarians implementing UDL will provide opportunities and empower students to accomplish their goals in the way they find best.


The following is a video on how to use Chrome Extensions to differentiate:


https://research-ebsco-com.ezproxy.shsu.edu/linkprocessor/plink?id=9a6d1dd1-b178-3d3f-9172-c46903dbf2f1


References


Nieves, L. H., De La Hoz Vargas, V., Roncallo, E. C., & Hernández Gutiérrez, A.

    (2024). Making written texts for learning more accessible with easy-to-read and

    universal design. South African Journal of Education, 44(1), 1–10.

    https://doi-org.ezproxy.shsu.edu/10.15700/saje.v44n1a2241



Perez, Luis. (2017, February 2).Reading and Writing Supports for All Learners using

    UDL and Google Tools. [Video].

    https://research-ebsco-com.ezproxy.shsu.edu/linkprocessor/plink?id=9a6d1dd1-b178-3d3f-9172-           c46903dbf2f1


The UDL guidelines. UDL. (2024, May 14). https://udlguidelines.cast.org/