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In the beginning of my teaching career, I had a young student that had moved into our district and did not speak any English at all. UDL principles would have been very beneficial for providing differentiated assignments for her.

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One of my students has autism, and a very difficult skill for him is writing. He is incredibly bright and has great ideas to share but writing does not allow him to show his thinking. The special education teacher and I have decided to try a couple things: record videos of him telling his narrative stories and post them to Seesaw or he can type the stories on his iPad.

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I keep thinking about how these principles would benefit the EL students I have had in the past. Having built in flexibility to support all learners would be great for students of different proficiency levels, if not all students.

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My students had to take a verb test and be able to spell 25 verbs in Spanish. One of my students who struggles with spelling asked me if he could take the test orally instead of written because he kept on failing the test every time he tried to take it. Although I wanted him to be able to spell the terms, I knew that it would be fair to him to let him take the test orally so he could show me his understanding in a different way. I still believe he accomplished the goal, just by a different avenue.

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I had a student a few years ago that could would have benefited from many of the UDL principles.  This particular student was born without both of his arms, yet took both levels of my automotive courses despite some of the limitations he had.  I could see where technology at that time could have helped him during some of our writing assignments, with the use of speech-to-type software.

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Students in my Remedial Math class need instruction that is different from a teacher lecturing them. Many need either one-on-one or hands-on activities in order to understand what they are doing. I use the desmos activities(online graphing) in order to give these students opportunities to work with functions in a hands-on way.

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Check my comment below...don't know how that happened...

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I have quite a diverse classroom this year with over 60% EL students and a handful of students who receive additional services. The vast majority of 2nd graders in my building are struggling with reading (a drastic shift as compared to years past), so I have been utilizing all facets of the Seesaw application in my room to meet the needs of all students, giving them a wide variety of options to meet our learning goals

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Many student's I have had would/have benefited from UDL in the classroom. One example deals with a few non-verbal students. They need iPads to speak for them, in addition. They have paras helping them in the classroom as well.
I hope that most of my lessons can be as accessible as possible. I'd like all students to be able to follow and participate with my lessons, regardless of their abilities.

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A student that has difficulty with fine motor skills and writing a recount of a story could benefit from UDL by being able to use Flipgrid or Seesaw to share an oral recount of the story. The technology helps the student be able to share their thinking without being frustrated with writing

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On many of our ELA assessments, students are asked to read and write in answers.  One way we incorporate UDL is allowing students to verbally explain or clarify their answers to gain more points.  Some students are very strong writers and others are more verbal.  This allows a variety of learners needs to be met.

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When I was a technology teacher I was trying to write a project based learning curriculum instead of a day by day curriculum that would allow students to work at their own speed and focus on their own desires. This is how one of my technology classes was run and I felt like it allowed me a say in my education and allowed me to learn based on my needs. Unfortunately I wasn't able to finish my curriculum before I left the school. I can definitely see tutorial based education fitting into UDL because students can work a their own speed and in a way that meets their needs. They can be video and or text tutorials which would cater to different student's abilities and allow some choice for the students.

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Thinking of a recent lesson of mine on Newton's laws, I would love to teach that differently next time incorporating the "tic-tac-toe" idea addressed earlier. Giving students options of how they want to practice or demonstrate their learning in a variety of different formats, instead of one or two. This would have helped students with different learning styles be successful.