Multiple means of expression to provide students with alternatives for representing learning beyond written work, e.g.buddy activities, use of concrete manipulatives, video, computer technology, audio texts Multiple means of presentation to provide various ways of acquiring information and knowledge, e.g.UDL supports the acquisition and demonstrate of knowledge by emphasizing: As UDL is strongly linked to technology, educators can use the framework of UDL in the classroom, not just for students with learning disabilities, but for all students (Perras, 2014b). In the student’s IEP, accommodations may include voice-to-text software, text-to-speech software, touch screen technology, an interactive whiteboard, etc. Students with LDs may require a variety of accommodations to access the curriculum, including technology. For students with LDs, teachers can differentiate content, process and product, according to the student’s readiness, interests and learning profile, to increase growth, motivation and efficiency:įigure from the article, Differentiated Instruction, Perras (2014a) Universal Design for Learning and TechnologyĪccording to CAST (the Center for Applied Special Technology), UDL is a research-based framework for designing curricula - that is, educational goals, methods, materials, and assessments - that enable all individuals to gain knowledge, skills, and enthusiasm for learning. What are Google Docs, Apps and Add-ons and why should my students with LDs use them? Let’s start with a review of both differentiated instruction (DI) and Universal Design for Learning (UDL) to answer that question.ĭifferentiated instruction is a flexible approach to teaching in which a teacher plans and carries out varied approaches to address content, learning processes, learning style, practical procedures, presentation strategies, and assessment tools (Perras, 2014a). Written by Cindy Perras, M.Ed., OCT, Educational Consultant, LDAO
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