Running Head: UDL RATIONALE 1

UDL Rationale

SPED 875: Advanced Practicum with Exceptional Children and Youth

University of Kansas

Dr. Martha Elford

Brent Seager

January 21, 2018

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UDL Rationale

There are four distinct processes involved with Universal Design for Learning (UDL)

instruction planning, which allows educators to be effective in implementing lessons that are

geared toward improving and adapting the learning environment for all students. When

effectively implementing UDL instruction, I must first establish clear learning outcomes, as this

ensures that challenges in the learning environment are reduced (Edyburn, 2010, p. 34). The

second step in the UDL framework is to anticipate student needs, which can be challenging, and

remaining flexible will allow the educator to adapt to most situations involving student needs

(Noonoo, 2014, p. 23-24). Successful UDL frameworks include determining the effectiveness of

the instruction, and in this lesson, I will assess the students and determine which area or areas

need improvement for the next lesson/activity (Carr & Hardin, 2010, p. 141-142). When

educators use the UDL framework to design and implement lessons, it significantly improves the

learning outcomes for struggling students (Courey & et al., 2012, p. 10-11). Even though using

the UDL framework can be challenging, I believe that the benefits of using this system are

invaluable when implementing and designing lessons for students in the classroom.

Outcomes

While the goal of every educator is for their students to be successful, this can be

challenging to achieve; as each student in the classroom has varying needs and different learning

styles. Using the UDL framework and setting clear and measurable goals will reduce anxiety

and confusion in the classroom. With the reduction of confusion and anxiety, general education

and special education students will be more successful in achieving the prescribed outcomes for

a lesson or activity (Edyburn, 2010, p. 33-38). The learning outcomes I have established for this

lesson and associated activities involve introducing and modeling the persuasive writing

technique for my students. Currently, many of my students have social skills deficits, and this
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will cause persuasive writing to be challenging. In setting clear expectations and learning

outcomes, I will be able to more effectively monitor and guide student learning during this and

future lessons.

Student Needs

The learning needs of each student can vary significantly from classroom to classroom,

and therefore, many educators need to consider the learning needs of each student prior to

designing and implementing lessons and activities. The UDL framework can be used to

incorporate and include the diverse needs of each student in lesson planning. Which will create a

more variable learning environment that is geared towards the learning needs and styles of the

students (Orr & Hammig, 2009, p. 181-183). Prior to designing my lesson, I considered the

learning needs and challenges that each student might have with the assignments and activities of

this lesson. Even though I have considered learner variability and needs, I understand that

adjustments may need to be made while delivering the lesson, and I am ready to adapt as

necessary.

Assessment

To effectively implement activities and lessons within the UDL framework, educators

will need to assess the students and outcomes of the assignment or activity. This allows the

educator to determine student competence and achievement of the lesson goals. The assessment

data should also be used to guide instruction and planning for future lessons and activities, as this

data can point to strengths and areas of need for each student (Carr & Hardin, 2010, p. 141-142).

When assessing a lesson or activity, each educator has several different formal and informal

options. Using two different types of assessment allows the teacher to evaluate the lesson more

effectively. I will be using formal assessment in grading the assessment map and informal

assessment by observing the students throughout the lesson.

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Experience

The UDL framework provides the students with a customizable and scaffolded

experience. The content and activities within the UDL framework are engaging and motivate the

students to participate in the activities, which improves the learning outcomes for each student.

The UDL framework can significantly improve the learning environment by addressing learner

needs within the classroom, and providing the necessary support for struggling learners (Courey

& et al., 2012, p. 10-11). In my lesson, students will have several topic choices, as this will

provide engagement and motivation. I am also modeling and using a variety of instructional

strategies to make this activity and lesson engaging for each individual learner.

Conclusion

While implementing the UDL framework for lesson planning and delivery might seem to

be an overwhelming task, remembering and addressing the four principles of this framework

allow educators to more effectively design and implement lessons. Effective lessons and the

UDL framework are most effective when paired with clear and specific learning outcomes,

which I have identified in my lesson as the students beginning with the persuasive writing

process. The next effective practice to implementing the UDL framework is the consideration of

student needs and learner variability, which I have considered during the planning process and

will implement changes as necessary during delivery of the lesson. A third effective practice of

the UDL framework is assessing the students, I have chosen to use formal and informal

assessment measures to assess and guide future instruction. The fourth effective practice is the

instructional experience, and I believe that the students will have an excellent experience during

the instruction and will be motivated and engaged to participate in future lessons and activities.

Even though other effective practices can be used to design and implement lessons, the UDL
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framework is one of the most beneficial, as it considers the various learning styles and needs of

each student.
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References

Carr, J.W. & Hardin, S. (2010). The key to effective assessment: Writing measurable student

learning outcomes. Recreational Sports Journal, 34(2), p. 141-142.

Courey, J.C., Tappe, P., Siker, J. & LePage, P. (2013). Improved lesson planning with Universal

Design for Learning (UDL). Teacher Education and Special Education, 36(1), p. 10-11.

Edyburn, D.L. (2010). Would you recognize Universal Design for Learning if you saw it? Ten

propositions for new directions for the second decade of UDL. Learning Disability

Quarterly, 33(1), p. 33-38.

Orr, A.C. & Hammig, S.B. (2009). Inclusive postsecondary strategies for teaching students with

learning disabilities: A review of the literature. Learning Disability Quarterly, 32(3), p.

181-183.

Noonoo, S. (2014). 6 ways to engage every learner using UDL: Universal Design for Learning

can make your lessons more accessible and your lesson-planning more fun. The Journal,

41(11), p. 23-24.