Asia McGoy
EDTC 616
Universal Design for Learning
Universal Design for Learning (UDL) is a framework intended to guarantee equal
opportunity for all learners, including students with different learning needs and abilities. The
notion highlights a strategic approach to removing barriers and providing multiple options for
spaces of presentation, understanding, and participation in the learning process. UDL, where
applied, offers two benefits: it helps students with disabilities learn better and makes other
learners successful. This narrative focuses on implementing UDL principles in the context of
New Jersey TSS and the NJSLS. Discussion of differentiation, IEP accommodations,
modifications, and the use of assistive technology is also included.
NJTSS, a holistic model that covers the three areas, namely, academic, behavioral, and
social-emotional, anchors on UDL principles while interfacing with it. UDL's preventive actions
fit NJTSS's tiered approach, particularly Tier 1, which offers universal strategies. One of the
most prominent practical benefits of UDL when integrating into instructional design is the
dynamic anticipation of diverse students' needs at the most fundamental level, promoting
inclusive learning environments (Basham et al., 2020). This prevention approach declines the use
of other interventions later on because it interrupts the barriers right from the start. Therefore,
students benefit from personalized attention on top of general education, cutting down on the
number of special arrangements or accommodations (Cook & Polgar, 2014). The cooperation
between UDL and NJTSS helps access and equity and influences a culture of belonging where
everyone can excel in academics, behavior, and emotions.
The UDL is a follow-up of the NJSLS, which adds to its tradition of academic rigor yet
neglects the practical teaching methods. According to Boysen (2021), UDL demands that
educators plan pedagogical scenarios that are adaptive to students' varied needs in a way that fits
well with NJSLS aims. UDL puts the power in the hands of students by presenting several routes
of representation, ensuring that they can successfully manage and understand complex topics
based on their learning styles and preferences (Boysen, 2021). With multiple mediums of
expression, students can confess their understanding in a way that makes sense to them, which
often results in greater engagement and thorough comprehension of the subject.
The concern for equity of access is the point given the alignment of the UDL model and
the NJSLS standards since every student can attain the high standards described in the state
curriculum. Under inclusive learning standards (UDL), no student will be left out in the race for
academic excellence since the students have learning preferences that will be catered to (Cook &
Polgar, 2014). Furthermore, by adopting adaptive instructional strategies, teachers can meet
students' demands, keeping the content and pedagogical aspects of the curriculum in place. In
addition, UDL embedding provides more than accessibility but also increases the effectiveness
of instruction, boosting the relevance of the learning environment for all learners.
Differentiation, a crucial pedagogical approach to cater to individual student needs,
intersects with UDL through its goal of providing personalized learning experiences. While
differentiation may sometimes consist of concentrating on adapting instruction to the level of an
individual student, UDL goes a step further and focuses on creating an inclusive learning
environment through which teachers can prevent and cope with variations (Cook & Polgar,
2014). Incorporating UDL principles into differentiation practices leads to more diverse
classrooms where students feel valued and encouraged independently on their learning journey.
The IEP accommodations and modifications are essential to provide the necessary
support to disabled students. UDL complements these individualized approaches by providing a
generalized framework for learning regardless of disability status (Basham et al., 2020). Unlike
traditional methods that view accommodations and modifications as tools teachers use to adapt
the curriculum, UDL encourages teachers to embed flexibility and choice within the curriculum,
thereby reducing the need to adjust the curriculum for individual students. Constructing the
course using UDL principles can minimize the requirements for separate accommodations and
modifications, eventually leading to more equity and inclusion.
Assistive technology has proven to be a valuable resource in helping students with
disabilities gain access to the curriculum. UDL strongly emphasizes the systematic incorporation
of AT as an alternative for substituting various modes of engagement and expression (Basham et
al., 2020). The various AT (Assistive technology) tools, such as text-to-speech software, graphic
organizers, and speech recognition technology, can help with accessibility and support a variety
of learning styles (Sanger, 2020). Through the inclusion of AT into a UDL framework, teachers
can encourage students with disabilities to take part in learning activities more actively and show
what they have studied and learned by expressing their abilities as well as preferences.
In conclusion, Universal Design for Learning furnishes a sound theory applying various
educational objectives, such as providing access, equivalence, and inclusion. Educators can
contribute to positive outcomes for all students by using UDL principles within the NJTLS,
NJSLS, differentiation, IEP accommodations, modifications, and assistive technology in the
context of the instruction. UDL addresses this by being proactive and anticipating the variant
learning styles and cognitive profiles that tend to be in the mix, ensuring that every learner has
the opportunity to succeed and thrive. By adopting UDL principles, teachers and educators can
create an inclusive environment where every student experiences a sense of belonging, gets the
needed support, and becomes confident in achieving their goals.
References
Basham, J. D., Blackorby, J., & Marino, M. T. (2020). Opportunity in crisis: The role of
universal design for learning in educational redesign. Learning Disabilities: A
Contemporary Journal, 18(1), 71–91. https://eric.ed.gov/?id=EJ1264277
Boysen, G. A. (2021). Lessons (not) learned: The troubling similarities between learning styles
and universal learning design. Scholarship of Teaching and Learning in Psychology.
https://psycnet.apa.org/record/2021-57881-001
Cook, A. M., & Polgar, J. M. (2014). Assistive technologies-e-book: principles and practice.
Elsevier Health Sciences. https://books.google.com/books?
hl=en&lr=&id=ODWaBQAAQBAJ&oi=fnd&pg=PP1&dq=Assistive+Technology:
+Access+for+All+Students,
+3+edition+chapter+2+is+also+a+good+resource+to+use.&ots=IH19_qBST9&sig=TWg
vM40vE2Yw2Ar3Kc2vVONw5x8
Sanger, C. S. (2020). Inclusive pedagogy and universal design approaches for diverse learning
environments. Diversity and inclusion in global higher education: Lessons from across
Asia, 31-71.
https://library.oapen.org/bitstream/handle/20.500.12657/23168/1006985.pdf#page=46
