Early on as future educators we are taught that every child is unique and has a different way of learning. Often curriculum is designed for the “average student”, not meeting the needs of students who may be struggling or gifted. Universal Design for Learning (UDL) is unlike most curriculum, “It is a set of principles for curriculum development that gives all individuals equal opportunity to learn” (National Center on Universal Design for Learning, 2014, p. 1). Every learner is different and brings a huge range of skills, needs, and interests to school. UDL helps to address this range by suggesting flexible goals, methods, materials, and assessments (National Center on Universal Design for Learning, 2014). The key concept of UDL is that the curriculum is flexible and can be customized and adjusted for individual needs. Cognitive neuroscience has shown there is no “average student” so there is a need for flexibility. Neuroscience has also revealed that there are three primary brain networks that come into play which are: the means of representing information, the means for expressing knowledge, and the means of engagement in learning (National Center on Universal Design for Learning). With the information that neuroscience has reported teachers should present information in different ways. Recognition tasks include, “How we gather facts and categorize what we see, hear, and read, identifying letters, words, or an author’s style” (National Center on Universal Design for Learning, 2014, p. 1). When information is presented in different forms it allows for all types of learners to gather to the information. Secondly, students should be allowed to express what they know in different means. Every student has strong points and the way they express their ideas come in different forms. Lastly, teachers should stimulate interests and motivation for learning for each individual. All learners deserves the right to be engaged.
Technology has infused all aspects of our life. Understanding technologies and their impact on students is key to allowing their education to be supported. Technology supports learning in many different ways. It can allow students across a range of skills to understand, express, and become engaged in their learning. “Advances in technology and the learning sciences have made “on-the-fly” individualization of curricula possible in practical, cost-effective ways, and many of these technologies have built in supports, scaffolds, and challenges to help learners understand, navigate, and engage with the learning environment” (UDL and Technology, 2014, p.1). Assistive technology (AT) has been used in schools increasingly over the past few years. The connection between UDL and assistive technology should be made to foster learning. “During this period of AT and UDL maturation and advancement, we must make every effort to ensure that these two fields develop symbiotically. When UDL and AT are designed to co-exist, learning for all individuals is enhanced” (Rose, Hasselbring, Stahl, Zabala, 2005, p. 517).
There are many different technological tools that can support learning. “When used in a thoughtful way, technology opens up many possibilities for learners to find and develop their own voices, take ownership of their learning and become creators of knowledge instead of just consumers of information” (Perez, Grant, 2018). I created a Quizlet for educational purposes and it is perfect for a classroom setting. Quizlet is an application that helps students study by flashcards, various games, and tests. This application works well with UDL because it allows students to study in various ways. Some students may like to study by flashcards while other students study better by playing games. Students need the opportunity to learn by using a variety of materials, tools, and accommodations. Each student is an individual which calls for a flexible curriculum.
Rose, D. H., Hasselbring, T. S., Stahl, S., and Zabala, J. (2005). Assistive technology and universal design for learning: Two sides of the same coin. In Edyburn, D. Higgins, K. and Boone, R. (Eds), Handbook of special education technology research and practice, 507- 518. USA: Knowledge by Design, Inc.