Meeting all Students’ Needs
At JCDSRI, the Universal Design for Learning (UDL) framework provides a flexible, responsive curriculum that reduces or eliminates barriers to learning. Using a UDL approach, educators at JCDSRI offer curriculum options that present information and content in varied ways, differentiate the manner in which learners can express what they know, and engage students in meaningful, authentic learning. With UDL, more students are:
- Engaged in their own education.
- Learning in greater breadth and depth.
- Achieving at higher levels.
- Motivated to continue learning.
To understand UDL at JCDSRI, it is essential first to understand the three core principles of UDL:
1. Provide Multiple Means of Representation
Universal Design for Learning recommends providing multiple means of representation so that all students can understand and engage with the content. This could mean using a variety of multimedia, including text, audio, images, and videos. It could also mean providing different ways for students to interact with the content, such as through hands-on activities, simulations, and games.
2. Provide Multiple Means of Action and Expression
Universal Design for Learning principles also recommends providing multiple means of action and expression. Give students opportunities to interact with the content differently through movement, drama, art, and music. It also allows students to express themselves through writing, speaking, and signing.
3. Provide Multiple Means of Engagement
The third core principle of UDL is to provide multiple means of engagement. Spark students’ interests and motivations by using exciting and relevant content and providing opportunities to participate in their learning actively.
Benefits of Universal Design for Learning (UDL)
There are many benefits to using UDL in the JCDSRI classrooms. Some of the key benefits include:
1. Improved Learning Outcomes for All Students
When JCDSRI teachers use UDL principles in their instruction, students learn more and achieve better outcomes. UDL provides ways to meet the needs of all learners, including those who are traditionally marginalized or left behind.
2. Increased Engagement and Participation
UDL at JCDSRI helps to make learning more engaging and exciting for all students. When students are actively engaged in their learning, they are more likely to succeed.
3. Reduced Achievement Gaps by Universal Design for Learning
When all students at JCDSRI have access to high-quality instruction and materials, achievement gaps decrease. UDL helps to create a level playing field for all learners.
4. Provides Inclusive Learning Environment
UDL helps create a learning environment that is welcoming and inclusive for all students. Inclusivity is essential, as all students should feel comfortable and supported in their learning environment.
5. Eliminate Barriers
UDL helps to eliminate the barriers that many students face in their learning. This can include inaccessible materials, challenging tasks, and inappropriate instruction.
How do we at JCDSRI Implement UDL in the Classroom?
1. Assessment
When designing instruction and materials, it is essential first to assess the needs of our students. Teachers can do this through various assessments or by observing their students in their natural learning environment. For example, a teacher can observe how students interact with the content and the strategies they utilize to understand it.
2. Customize Instruction
Once a teacher has assessed their students’ needs, the teacher can customize their instruction to meet the individual needs of each student. This could mean providing different representations of the content, different ways for students to interact with that content, and different ways to express their understanding of the content.
3. Modify Materials
Teachers can then also modify materials to make them more accessible and inclusive. This could include changing the font size, adding alternate text, and increasing the contrast of colors.
Example of UDL in the Classroom at JCDSRI
Imagine this: Our second graders are expected to write an essay on the stages of butterfly metamorphosis.
Some students have seen butterflies grow through the different stages at a local science museum. These students are excited to share what they know. Other students don’t know anything about butterflies and are nervous about writing on this topic. And some students don’t like to write — they dread this activity from the moment you say “essay.”
In the class, we know there’s a wide range of enthusiasm, background, and skills among our students. When a teacher plans with this range in mind, one can approach the lesson in several ways.
The teacher could share a mini-lesson on butterfly metamorphosis and have students use a guided worksheet as they write. Or they could set up stations where students are grouped using flexible grouping around understanding of the topic, language ability, or reading level.
But take a step back. In any lesson or task, a teacher can anticipate this range of variability among their students. By utilizing the fundamentals of Universal Design for Learning, our JCDSRI teachers plan for this kind of variability in all of their lessons!