Identifying barriers and designing solutions for the English or ELA class

The UDL framework provides educators with a proactive way to design solutions to common classroom barriers through both choice and scaffolding. The goal of this guide is to look at a common learning scenario, identify barriers in the learning environment and curriculum, and to demonstrate how the UDL Framework lends itself to designing their solutions up front.

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This download is a practical classroom example of the thinking and design process teachers must go through in order to universally design for their learners.

Once educators articulate a goal for learning, they need to be proactive in anticipating the barriers that may present themselves in that learning experience.

In this guide you will learn how to navigate barriers such as:

  1. Learning environment itself
  2. Inaccessible materials and tools we use in classrooms
  3. Ways we ask students to express themselves
  4. A student’s disposition or academic esteem (ex. I’m not a - good reader OR I’ve never been very good at math)
  5. Lack of prior knowledge
  6. Language and academic language
  7. Internal barriers to the affective network (ex. being bullied at school; being hungry, tired, cold/hot; feeling depressed or disconnected; feeling upset by something that may have happened either in or outside of the learning environment)