Students with special needs are mostly affected when trying to adhere to the set curriculums. Universal Design for Learning is an approach that aims at attending to every student in a classroom by meeting their various needs (Al -Azawei et al., 2016 ). UDL provides accessible materials for students with print disabilities as it provides multiple options on ways to complete an assignment. For example, students can create podcasts or videos when attending to different learning tasks. UDL provides special workspaces, for example, students can tune out noise by wearing headphones or plugs for students with noise problems ( Cook & Rao, 2018) . Students are provided with digital and audio text reading, which helps students with eye disabilities access lessons given in a classroom.
UDL is a very useful resource for educators dealing with students with special needs as it provides multiple ways for the teachers to interact with these students and pass information needed for their successful learning. Educators are required to develop curriculums that meet their diverse population; UDL is an effective tool that teachers can use to develop a curriculum that will ensure every student is adequately cared for to achieve success. UDL helps teachers when attending to students with special needs as it provides a wider area on how they can interact with different students to meet their various special needs. The system also promises to ensure that all learners are catered for despite their individual differences and backgrounds. With enough resources and careful planning and implementation within the school set up, UDL can be central in helping learners overcome various challenges they face in a bid to attain effective learning.
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References
Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2016). Universal Design for Learning (UDL): A content analysis of peer-reviewed journals from 2012 to 2015. Journal of the Scholarship of Teaching and Learning , 16 (3), 39-56.
Cook, S. C., & Rao, K. (2018). Systematically applying UDL to effective practices for students with learning disabilities. Learning disability quarterly , 41 (3), 179-191.
