Planning for Inclusive Classes

Within every classroom, a teacher has a diverse group of students. Some of those students will learn material quickly and easily. Others will struggle to learn and apply concepts for a variety of reasons whether it is due to a learning need such as dyslexia, ADHD, anxiety, or limited English proficiency. Still others will have difficulty accessing the learning material due to cognitive, mobility, auditory, or visual impairments. For these reasons, implementing Universal Design for Learning elements into math instruction makes learning accessible to all students.

Liggett, R. S. (2017). The impact of manipulative use on
    grade 2 math scores. Brock Education: A Journal of
    Educational Research and Practice, 26(2), 87–101.
    https://files.eric.ed.gov/fulltext/EJ1160704.pdf

Overview of UDL

Universal Design for Learning is based on the principles of Universal Design, which was first applied to architecture. Universal design seeks to make products and environments usable to the greatest number of people, regardless of their age or ability. Universal Design for Learning considers how information is presented, accessed, and responded to in order to give learners options during instruction and for assessment, allowing for greater independence. 

For a more comprehensive understanding of each UDL guideline, visit UDL Guidelines by CAST.

Research

There are numerous studies which support the use of UDL principles in teaching math concepts to students with a variety of learning needs and across age groups.

Assistive Technology

The use of assistive technology as an element of Universal Design for Learning bridges the gap for those with learning needs. By including AT in instruction, students have access to content and tools to demonstrate their knowledge.

Math Snacks are short, interactive videos which can be used to teach concepts and engage students in math lessons.