Universal Design for Learning

Take time to know all your learners. Find out about their interests, goals, ways they prefer to learn, and what they are able to do. Use that information to:

• plan a classroom curriculum to meet students' needs rather than expecting students to fit to the curricula
• plan learning and teaching activities that all students can participate in – this may mean utilising digital technologies such as text-to-speech to remove barriers to learning
• identify and remove barriers to assessment, for example, provide assessment materials in a variety of ways and multiple options for students to demonstrate their learning
• plan the design of the physical environment to create different spaces that allow students choice to work in a variety of ways that suits their learning needs
• create virtual environments that offer students different ways to share their thinking.

Teacher, Kate Friedwald explains how careful and consistent presentation of visual information and classroom organisation supported by technology is designed to foster independent learning in Felix, a student with dyslexia. Felix and his mother, Julia, discuss the benefits of Kate's approach.

Begin your planning by focusing on students with unique learning needs.

UDL supports a shift away from time-consuming singular solutions for individual students to a curriculum focused on providing students with choice and autonomy – a personalised approach. Students must have access to learning in the way that works best for them. A one-size-fits-all approach to teaching does not work. Every child – not just the students with disabilities – is different.

When you begin planning by focusing on including students with unique learning needs, more students benefit. Ideas recommended for students with specific needs can increase success for all students.

Kate Friedwald explains her approach to including and meeting the needs of all students. She considers students' specific needs and provides various learning activities and tools that enable each student to fully participate in learning.

This animated introduction to UDL describes how to identify and minimise barriers to learning and increase the flexibility and effectiveness of the learning environment for all.

Using digital technologies can enable more inclusive and personalised learning pathways through the curriculum. In this video, year 5 student Teva, Kieren – his teacher, and Tania – his mother explain how using a netbook, Google docs, and blogging has improved learning outcomes, increased engagement, and facilitated ongoing learning conversations. Using these tools means Teva can move past the mechanics of forming letters and view writing as a creative act.

Consider your students and identify different ways in which you can use digital technologies to provide opportunities for:

• engaging learners
• removing barriers to learning
• increasing choices in the ways students can access and revisit information
• increasing choices in the ways students can create and present their learning
• increasing options for student collaboration.

The e-Learning Planning framework (eLPF) can be used by individual teachers, syndicates, or a whole staff as a self-review tool to gather evidence about practice. Use this tool to identify "where you are" and to inform an inquiry into your next steps.

In the Teaching dimension of the eLPF, the control and choice strand supports teachers to reflect on their own practice and connect with students and parents so you can work towards empowering learners in your practice.

Junior school teacher, Denise Stanisich talks about her teacher inquiry focusing on raising student achievement in fluency and phrasing. She explains how she used various iPad apps in this process. The tools enabled student collaboration and reflection. Denise comments, "I feel using the different apps on the iPad has given children a lot more room for creativity to share with other children in the class."

Assistive Technologies, sometimes referred to as "specialised equipment" or "assistive equipment", help students with disabilities do things they cannot otherwise do, or do things better. Assistive technologies can include technology devices such as computer hardware and software, as well as hearing, vision, and mobility devices and equipment, and specialised furniture.

Consider how standard devices can support all students, including those with special education needs. For example, rather than having one student with additional learning needs using an iPad with specific applications on it to support their learning, consider how all students can access and use iPads as part of the learning programme to support learning and collaboration.

Daniel, a student with ADHD, and his teacher, Kate Friedwald, explain how he uses apps on his iPad to support his reading and comprehension. He can now structure his own learning because he can see and hear what it is he needs to be doing.

Success for all

In this video, Lynne Silcock discusses how UDL principles and technologies together can support success for all.

"For most people, technology makes things easier, but for a person with a disability it makes things possible. What we want to do in a classroom is not to assess students for what their disability is, but assess their abilities and talents."

More information »

• Assistive Technologies
• Success for all  – NZC online