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Also known as, UDL, Universal Design for Learning is a system that was put into play approximately 9 years ago. This system was created to help teachers customize material and the way that the material is taught so that ALL students have equal opportunity to become proficient learners.
UDL was initially created by the architect, Ron Mace. He created it based off of this philosophy, "Universal design seeks to encourage products that are more usable by everyone. It is a design built for the environment and consumer products for a very broad definition of user" (Gargiulo, 32).

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Principle One:
Equitable Use: The design is useful and marketable to people with diverse abilities.
Principle Two:
Flexibility in Use: The design accommodates a wide range of individual preferences and abilities.
Principle Three:
Simple and Intuitive Use: Use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level.
Principle Four:
Perceptible Information: The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities.
Principle Five:
Tolerance for Error: The design minimizes hazards and adverse consequences of accidental or unintended actions.
Principle Six:
Low Physical Effort: The design can be used efficiently and comfortably, with a minimum of fatigue.
Principle Seven:
Size and Space for Approach and Use: Appropriate size and space are provided for approach, reach, manipulation, and use regardless of user’s body size, posture, or mobility.
(Gargiulo, 33)

After reading the seven principles it is easy to see how they can help simplify things not only in the classroom but outside of the classroom as well. There have been multiple advancements outside of the classroom that benefit people with disabilities which helps lead them toward a more independent life. Our book said, "If we take a closer look at universal design and apply it to today's schools, and if we view diversity as a positive element that embraces a school, then we might find some answers in the process" (Gargiulo, 34).

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Often times educators may struggle to provide an education for all of their students in such a way that all of their students are getting the most out of their lessons. Students fall behind and once students fall behind it becomes more and more difficult to get back on track. The first step in combatting this issue is taking a step back and asking yourself as a teacher, "am I teaching in such a way that is beneficial for all of my students learning styles?" When educators provide a wide spectrum of information in a wide spectrum of learning styles students are able to gain a wide spectrum of knowledge!

-How can we as educators help provide a sense of direction for students?
-Where can a person develop their: physical, emotional, intellectual and social skills?

Something that could also be a road block in the students education could even be the teachers biases. As a teacher it is important not to stereotype students based off of previous knowledge.

-Avoid Stereotypes
-Authentic Illustrations
-Diversity
-Minority Groups' Roles
-Historically/Culturally Accurate

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-Effective Teachers
-Providing a Loving Environment
-Help Keep Kids Safe!

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Def Poetry - Taylor Mali - What Teachers Make

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When educators realize that there may be some sort of road block in their teaching style and their students learning style they are then able to use that opportunity to act on the situation at hand and look at everything a little deeper. Where is the student weaker? Where is the student stronger? How can I help them grow?

-Communication Skills
-Street Smarts
-Critical Thinking
-Problem Solving
-Questioning Skills
-LIFE SKILLS
-Positive Attitudes

Below is a photo of a poster that I made that represents information about UDL and teaching different students in the ways that they learn best. I started with asking the question, "What is the problem?". If teachers ask that question and look at all of the different aspects of their students learning they can then move onto the next step. "What are the challenges, opportunities, and outcomes?" was the second question that I asked. Looking deeper into the students learning capabilities and focusing on the students strengths rather than their weaknesses is something that needs to be a priority of the teacher. But also, looking at the students weaknesses and seeing how we can strengthen those weaknesses a little more. Then, I asked "How can we get there?" When teachers give their students all of the resources, tools and all the bells and whistles to get as much out of their education as they possibly can, that is when students grow. Lastly, I put "Plan of Action!" Once we have looked at what the problem is, looked at what challenges, opportunities, and outcomes are present, and make a plan on how we can combat the obstacle at hand we can then make a plan of action. With this, we are able to help guide students encouraging them to want to learn.

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With the advancement in so many different areas educators ave access to a variety of resources. This gives them the opportunity to give students all of the options and resources they need to grow, find their passions, but most importantly, find their love and want to learn.
-Develop multiple perspectives
-Promote positive identity

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We often hear about the gaps in education. The achievement gap and the school readiness gap are just a couple of examples, but there is another gap that is often overlooked--the disabilities/cultural gap between students and teachers. Disabilities and culture matter and aren't just a list of symptoms that are cookie cut to each student. It is a lived experience unique to each student and as educators it is our job to help develop the intellectual development of children. To do this we as teachers need to take steps toward knowing our students abilities in the classroom rather than stereotyping based off of experience with other students of similar background.

In the classroom it is important to be aware of the disabilities, culture and ethnicity of the students. Providing them the opportunity to strengthen their skills in and out of the classroom with the awareness of the skills they already have. UDL is not something that is set in stone and has a checklist. Every student is different and learn in different ways. With UDL teachers are able to mold their plan of action to fit best with their students needs. That is the beauty of it.

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Gargiulo, Richard M. Teaching in Today's Inclusive Classrooms. Boston, MA, Cengage Learning, 2017.

Howe, W. A. (2017). Becoming a multicultural educator: developing awareness, gaining skills, and taking action. Los Angeles: Sage Publications, Inc.

U. (2010, January 06). UDL At A Glance. Retrieved September 14, 2017, from https://www.youtube.com/watch?v=bDvKnY0g6e4

U. (2010, August 24). Def Poetry - Taylor Mali - What Teachers Make. Retrieved September 14, 2017, from https://www.youtube.com/watch?v=8I_JK6tTGKo