Udl Advantages And Disadvantages

I have zero education classes before internship 2, excluding this one of course.

While I do not have extensive knowledge of students with psychical or extensive mental disabilities, I do have experience with students with learning disabilities at the cogitative level. I had my own set of IEPs and specialists throughout school, mostly to help with dyslexia, a reading deficiency, and various problems with hand eye coronation as well as eye sight issues. Though beyond these areas, I do not know much about students with disabilities. From other classes, such as classroom management I have learned that labels are nothing really to go by when working with students. All students are different and various levels of disabilities and their severity

While it is referenced throughout the courses I have taken at UCF I have seen a very poor usage of it within the department. At its core, and from what I have always been told, it is a form of planning that looks to tackle all problems or at least plan for problems while creating lesson for a classroom. In the same way differentiated instruction deals with ensuring a student understand the content or learning goals of a classroom through multiple ways. UDL makes use of concert planning to ensure students are given multiple ways of learning. Basically, that both aim to ensure students learn something by having information or instruction being given in a way that does not exclude a student's abilities. Where they differ, in lesson plans I have created at UCF and within classes covering the topic, differentiated instruction seem to be easier to follow, with guidelines and examples at the ready. While UDL does have this, the format or how it is presented and used seems to have changed from teacher to teacher. Though the concept of ensuring different learning styles is at its

The use of technology proved to be the defining factor for the students' success while I was with them. Through the use of Google translates' app on a cell phone, the students were able to read the instructions within their own language, ensuring they had the instruction. Additionally, with the use of computer programs the students were able to write in English on a computer, as many students had trouble forming the words on paper yet seeing the correct word or being able to correct their spelling allowed them to find cognates which helped complete their work. Thus, allowing something to be assessed as they turned in their work more regularly. With the simple tools and the means of an easy to use translator commutation was made easy. As for planning, I did pre-print out work already translated, or half translated to ensure the students could practice with English reading skills. Though the planning stage mainly only used translation software. In much the same way I adapted to ELL students, I would find some app or some writing or reading software to help students with disabilities. Of course, what is used or needed depends on the need of the