After reading the article and listening to the podcast on Universal Design for Learning, I realized that my co-teacher and I do incorporate many aspects of UDL into our classroom. It is a given that all material will be heavily differentiated in our class since there is a wide range of learners from non-readers and writers to children at 4th grade reading and writing level. Since our class is a small special education setting in a school for children with language based learning disabilities, there is a focus on developing lessons that address varied learning styles. So, in the areas of presentation and participation, UDL is being utilized. However, I realized that we may not be focusing on applying the principals of UDL to avenues of expression that we provide children during their learning experiences. We may present science material through pictures, plays and videos, but we only design one assignment for the students to exhibit their understanding of that information. I am now thinking about how we can provide multiple means not just of presentation, but also of expression for our students.
I was also excited by the encouragement to view UDL as a way to truly provide students access to material initially and not as an add-on or after thought. Technological tools that modify content for children during learning experiences will allow learning to be more self determined and therefore more engaging. It will also make the idea of incorporating the principles of UDL into every lesson less daunting for teachers.
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