The case for UDL in special education (& for all other students too!)

 

How often do teachers plan lessons and then go back to figure out how to provide access for a smaller subgroup? UDL allows teachers to target the needs of that subgroup from the beginning. 

Students are presented information in different ways so that even if they don't grasp one way, there's another way they can try. And almost NEVER in UDL is a teacher standing in front of a group of students lecturing or giving information.

Students are allowed multiple opportunities to get information, all from different modes.

I think the best thing about UDL is that the accommodations are built in. I can give students a menu of options, but within that menu, I could give the option for students to listen to an article and complete one of tasks (that they select!) to show mastery.

This is a best case scenario! This means ALL students have the option to listen to the text being read aloud. It's not a *special* accommodation for a student with an IEP or 504. ALL students may be wearing headphones for this activity. In a world of kids (ahem, people) thinking that everyone else is looking at them, how nice that a student with a disability gets the same opportunities to access a task and then show mastery in a way THEY choose.

We all agree that adults learn in different ways. I put off tasks that I find less interesting. I like writing, so almost always will prioritize tasks that include writing. Creating a poster? Nope. Theater, drama, or a vignette? Nope. For some reason, we're more apt to understand that as adults, we all have preferences. But for students, we tell them all to create a slide deck. Or we tell them they have to create an art project and stand up in front of the class and present it. 

UDL allows students to choose the way they want to demonstrate learning. Imagine how confident a student with a disability could be if they got to CHOOSE the way they showed learning?

As a special education teacher, it is one of my biggest goals and priorities to foster independence and develop pride within my students. UDL gives students agency while also "tricking" them into learning, engaging with content, and demonstrating learning.

As with Consideration 2, if all students are wearing headphones and listening to text, how do we know who has a text to speech accommodation? If all students are listening to text, how do we know who is reading below grade level and who isn't? How do we know who needs to listen to the text 3 times before accessing/understanding it?

Also - teachers don't have to take time after the fact to figure out how to meet students' needs. We're meeting students' needs from the beginning. It's part of the planning - not an after thought.

This is where AI can be really helpful! It may take some experimentation, but I'm thinking to search including the priority standard + options for information input + ways for students to show mastery (oral response, poster, slide deck, writing a poem), and maybe teachers are supported in creating a UDL unit for students.

Ultimately, when we design learning for everyone, students with disabilities don’t have to ask for access—it’s already there.