Universal Design for Learning Putting Theory Into Practice: A Checklist for Developing and Implementing Accommodations and Modifications

Universal Design for Learning (UDL) has developed into a popular and effective method of teaching and learning (Burgstahler, 2010). The employment of UDL methodologies and materials increase the accessibility and flexibility of content, ensuring all learners can interact and engage with the curriculum (Orkwis & McLane, 1998). Educators must be knowledgeable in the methodologies and supports available to modify the curriculum and provide accommodations for all students, specifically those with learning disabilities. Instruction that is planned and implemented using the principles of UDL can contribute to a student learning in several ways. UDL classrooms are those that offer students with diverse strengths and abilities multiple opportunities to interact with materials designed to make curricular goals accessible (Hitchcock, 2001). The function of UDL is not to modify or add-on to a pre-existing lesson but rather to transform instruction from the outset in order to broaden the definition of the learners who are expected to succeed in the general education environment (Pisha & Stahl, 2005). Universal Design for Learning (UDL) provides all learners with multiple opportunities for representation, expression, and engagement. It is imperative that teachers be prepared to deliver instruction that is purposely designed to represent content in a manner that allows all students to express what they are learning and engage with the content and others. This proceeding presents an overview of the needs of student with disabilities in classroom setting and how to implement reasonable and appropriate academic accommodations/modifications. Furthermore, the barriers that impede implementation of UDL strategies classroom are addressed.