TES Mentor

Model Two: Finding UDL Solutions

This model shows how one teacher might select some solutions to reduce the particular barriers in his or her classroom, based on the learning network involved.

Materials and Methods	Potential Barriers / Missed Opportunities	Network(s)	UDL Solutions
Printed Materials	Difficulty seeing small text	Recognition	Electronic version of the text (varying text sizes, read aloud with text-to-speech)
	Difficulty decoding & comprehending content	Recognition	Electronic version of the text
	Difficulty decoding & comprehending content	Strategic	Concept map with images, text & hyper-links
Lecture & Chalkboard	Difficulty with extracting key points and notetaking	Recognition	E-text outline of lecture content with main ideas highlighted
	Difficulty with extracting key points and notetaking	Strategic	Printed and electronic concept map to structure notetaking
	Not engaged with material, distracted from listening	Affective	Option to access content through multimedia resources
Internet research	Difficulty finding relevant information	Recognition	Teacher made e-templates for focusing search
	Difficulty finding relevant information	Strategic	Set of pre-chosen links to relevant web sites
	Trouble keeping track of information gathered	Strategic	Teacher made e-templates for organizing information
Chapter test	Some students can't effectively show knowledge on tests	Strategic	Option to demonstrate knowledge with electronic portfolio
Chapter test	Text anxiety	Affective	Option to demonstrate knowledge in format of choice
Written report	Difficulty with writing mechanics	Recognition	Talking word processor with spell check
Written report	Students with strengths in other modalities - skills not tapped	Strategic	Option to create multimedia report rather than written
Oral report	Some students intimidated	Affective	Collaborative learning groups with different roles
Oral report	Does not tap into other expressive modalities	Strategic	Option to use computer slide show for presentation
Fixed project requirements & due date	Disengages students who have alternate strategies for completing work	Affective	Option to set own learning goals and milestones
Fixed project requirements & due date	Does not allow students to work at own level or pace	Strategic Affective	Flexible project requirements & due date