Universal Design for Learning (UDL)

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Universal Design for Learning (UDL)

Every student needs to get high-quality education and also get a complete learning experience. The Universal Design for learning is a collection of principles that are embedded within the learning curriculum to provide equal learning opportunities for individuals ("What is UDL?", 2014). In essence, it guides teaching and learning to ensure that all the students are provided with an equal opportunity to succeed. In many instances, the learning curriculum always has a one-size- fits all approach. However, the UDL methods entail the incorporation of flexible approaches that include goals, materials, and assessment that includes the needs of all learners individually ("What is UDL?", 2014). It is an essential approach that has been widely adopted today because it incorporates the three essential brain networks, which include strategic, recognition, strategic, and affective networks ("What is UDL?", 2014). In this paper, I will explain how UDL helps educators to meet the diverse needs of the learning community, how it is implemented and the challenges one may face when applying the UDL in a school or a classroom setting.

The design of the UDL curriculum is designed in a way that embraces the diversity of the learning framework. As mentioned earlier, it has incorporated the three brain networks, which are strategic, recognition, strategic, and affective networks. These networks exist in every individual depending on their genetic compilation. Therefore, is learners make use of this networks in learning then they are likely to capture the needs of all students. The UDL enables educators to meet the diverse needs of learners because it provides multiple demands for representation. In this case, it addresses the what of the learning process ("What is UDL?", 2014). A good example of this is that educators have more diverse ways of teaching language, expression, and symbols. For instance, one can enlarge certain text or amplify a particular sound to ensure that all the learners have grasped the concept ("What is UDL?", 2014).

Secondly, educator also met the various needs of learners through UDL because it provides a comprehensive means of action and expression. In this case, it captures the how of learning ("What is UDL?", 2014). It helps teachers to organize and plan how they express their ideas. A good example, UDL provided various options for physical actions, some of which include voice activates switches or expanded keyboards ("What is UDL?", 2014). In such a case, it caters to the various needs of students including those who may have problems with movement or speech. At the end of the day, all the learners will be able to express themselves in the best way they know.

Thirdly, the UDL helps educators meet the diverse needs of learners through providing multiple means of engagement. In this case, it caters for the why of learning ("What is UDL?", 2014). In this case, teachers can identify the learners get engaged and stay motivated. It also helps them determine how learners are challenged, excited or interested in the learning process. It is essential to note that the concentration and engagement level of learners varies greatly. Teachers can apply different methods of recruiting interest like collaborative learning, where students engage and showcase their various abilities. As a result, this would get rid of homogeneous groups and al the student will feel important and wanted. Therefore, this also enabled educators to meet the diverse needs of the learning community.

Implementation

The implementation of UDL in the learning environment is done through three steps. The first step is to identify the relevant goals that are flexible enough to cater for diversity (Ralabate, 2011). In the learning approaches that are used across the world, the primary method to determine that the learning goals are met is through examination. However, the goal setting stage of UDL ensures that there is a variety of ways to show that the goals have been met. For instance, students are allowed different methods of solving a solution, and this will enable the educator to identify whether the concept was understood or not.

The second stage of implementation entails assessing the different needs of learners (Ralabate, 2011). In this case, speech-language pathologists and other educators come into play to identify the strengths, weaknesses, cultural backgrounds and even areas of interests (Ralabate, 2011). Such information will play an essential role in learning. Also, such information will guide the success of the goals identified in the first step.

The third and final stage of implementations is the identification of curriculum barriers. In this case, it is essential to point out the expected setbacks, which may not only be present in the students but with the curriculum itself (Ralabate, 2011). Once the challenges are identified, there is need to analyze the curriculum barriers. From the outcome, the educators in the school can quickly obtain the right tools to give knowledge to the students in line with the goals, learning needs and the expected challenges. In such a case they can easily come up with solutions to the anticipated problems to ensure a seamless learning process within the school.

Challenges

Despite the fact that UDL has many advantages, especially in its flexible nature. There are still some challenges in its implementation. First off, UDL is a relatively new concept in the education front ("UDL Challenges," 2018). Therefore, many educators are not trained to deliver it. Therefore, this may be a significant setback in its implementation. However, I believe that various stakeholders can start training programs to equip teachers with the necessary skills to ensure that the implementation of UDL is a success. Secondly, implementation of UDL is quite costly as it needs physical infrastructures, computer hardware and software ("Challenges to Implementing UDL in the Classroom," n.d.). A solution to this would involve changing specification and allocation, an excellent way to do that is to use available resources and incorporate them into the new system. This would help in saving a lot of resources and allocating them where they are needed most.

In a nutshell, UDL is indeed an essential aspect of the learning process as it is flexible and includes the diverse needs of the learning environment. It guides educators in enabling learners to have an equal chance at learning despite their various needs. The challenges of funding and lack of enough human resource with the skills to implement it can easily be handled by managing the available resources through saving and equipping the current educators. All in all, stakeholders should stand firm in making ULD a success in the learning process.

References

Challenges to Implementing UDL in the Classroom. Retrieved from https://sites.google.com/site/a100educationpolicy2010/home/udl/politics

Ralabate, P. (2011). Universal Design for Learning: Meeting the Needs of All Students. Retrieved from http://www.readingrockets.org/article/universal-design-learning-meeting-needs-all-students

UDL Challenges. (2018). Retrieved from https://udlnow.wikispaces.com/UDL+Challenges

What is UDL?. (2014). Retrieved from http://www.udlcenter.org/aboutudl/whatisudlv