The benefits of Universal Design for Learning (UDL) allows teachers to reach all students in their classes, including students with learning disabilities, English language barriers, emotional or behavioural problems, lack of interest or engagement or sensory and physical disabilities (Center for Applied Special Technology [CAST], 2007). It encourages the use of multiple modes of representation to ensure that teaching accommodates a wide variety of learners.
The use of educational technology to create a UDL classroom allows "students with a wide range of disabilities (including those who currently qualify as persons with print disabilities and those who do not) can benefit from technology-based instructional solutions" (Stahl, in Rose & Meyer, 2006, p. 126). Stahl goes on to say that "electronic text in particular is emerging as the foundation of a revolutionary approach to the provision of alternate-format materials" (p. 128).
Understanding the benefits of UDL is the first step - planning for a UDL classroom requires the knowledge and valuing of the UDL principles. Based on these principles, a UDL environment must provide multiple, flexible methods of presentation, expression and engagement (Jackson & Harper, in Rose, Meyer & Hitchcock, 2005, p. 106). A challenge, of course, but one well worth the effort. Creating a UDL instructional model will "create greater access for students and result in greater student outcomes" (Jackson & Harper, p. 121). All students in a UDL classroom, whether they are faced with challenges or not, will be able to reach their full potential.
References
Center for Applied Special Technology (2007). Universal design for learning. Retrieved June 1, 2007 from http://www.cast.org/.
Rose, D. & Meyer, A. (Eds.). (2006). A practical reader in universal design for learning. Cambridge, MA: Harvard Education Press.
Rose, D., Meyer, A. & Hitchcock, C. (Eds.). (2005). The universally designed classroom: Accessible curriculum and digital technologies. Cambridge, MA: Harvard Education Press.
