UDL and the Classroom

As a first year teacher in a special education school, I often ask myself, "How can I make what I am teaching accessible to my students? How will I know if they are understanding the material that is being presented to them?" and most importantly, "How do I use/can I use the SMART board more efficiently with my students?" These are just some of the questions that cross my mind day to day.

I am constantly finding ways to differentiate the material I present to them, ways for for them to participate, and ways for them to show their understanding of the material. Because I attended a traditional school before attending Bank Street, my initial thoughts on UDL automatically went to the idea of making different worksheets, having my students draw, or verbally express what they are learning. Technology is a HUGE part of our everyday lives; yet, technology is not one of the first things that come to mind when I think about teaching. It may be may lack of knowledge of how to use it most efficiently, or that there is no "filter" in what can come up when searching for something with students.

"Because UDL assumes each learner brings individual strengths, needs, interests, and limitations to the classroom, flexibility in curriculum and teaching methods increases access to learning - just like curb cuts and ramps increase physical access." Especially when thinking of my students, UDL is a must in the classroom and curriculum. As a teacher, it is my responsibility to implement a UDL-like curriculum in the classroom. I firmly believe that every student has the ability to learn, it is the way in which we present the material that makes the difference for our students.