Final Universal Design for Learning (UDL) Solutions Plan (Essay Sample)

FINAL UDL SOLUTIONS PLAN
Vickie Smith
Institutional affiliation
Introduction
Motivated training to the different personalities of students demands a cohesive educational system. Therefore, in current learning environment, teachers have more challenges than before. They have to equip themselves not with the advanced syllabus only, but also have to fit themselves into different students who are dissimilar personalities with diverse background and characteristics.
Universal Design for Learning (UDL) Solutions
As every sphere of life expands its wings to cope with the emerging challenges, educational system has also been developed from the training methodic to cope with the modern learning technologies. In view of this the Universal Design for Learning (UDL) has been developed to implement the high level at educational establishments for diverse personalities and multinational students.
The Universal Design for Learning (UDL) is concisely developed to identify and cope with the variety of students according to their personalities and personal features. Furthermore, the Universal Design for Learning (UDL) provides teachers with a scheme of lecturing and training having kept in mind the whole class names. It has been used widely at the educational establishments that disposes classes with multinational, multicultural students with distinct personalities and different social backgrounds. The segmentation of students by their personalities as well as personal features has been discussed below. How the UDL can deal with them is briefly defined below as well.
Students with Learning Disabilities
Some students possess inborn learning disability like dyslexia. Disorder of developmental reading (dyslexia) in common makes students unable to read, to recognize, and to reproduce certain symbols, alphabets and the reading material. So, students with dyslexia do not have the ability to learn well comparing with the other normal students who can be taught easily.
Therefore, for the students with dyslexia the introductory intensive educational methodic has been created to adapt lectures and lessons to them directly. And, for this a compact UDL is required to identify students with dyslexia and train them considering their brain disabilities (PubMed Health, 2010).
Students with Language Barrier
As education system is multinational, the classes also multinational. It is important to keep in view for the teaching environment that there are students with language barrier which makes them unable to learn lectures and lessons properly. And so, at the end of learning session they might have lots of ambiguities in their minds. Teacher should identify that kind of students to induce the learning material to them properly by applying to the Universal Design for Learning (UDL) for accurate assistance.
Lack of Interest or Obligations In Studies
There are some students who do not pay a lot of attention to their studies. Those kinds of students do not only restrict their academics but also exert bad influence on the other students. So, identifying those students and driving them into consideration must be the top priority for teacher. Teachers must do the utmost of the efforts to make these students . Otherwise, it is better to get rid of that kind of students.
Students with Physical Disabilities
The Universal Design for Learning (UDL) is comprehensively developed for the whole students in class. There are some students with physical disabilities in class. This kind of students requires extra attention due to their disabilities. Sometimes, they have sensitive nature and complicated mindset that has been developed in the course of their interpersonal relationships. Indeed, sometime they feel different from the other human beings. Therefore, teachers must provide this category of students with care and extra attention in order to make them realize that they are an equal part of education system.
The UDL System for All Kinds of Students Mentioned Above
The Universal Design for Learning (UDL) is considered as a scheme to help teacher be aware of the all candidates for his/her class, as well as to develop training approach which includes introduction to lessons for all students in class Moreover, the defined UDL components completely assist teachers to identify, understand, and modify their learning technology to meet the educational requirements of each individual.
The are below universal curriculums that have been created to fit learning demands of each student, i.e. the multipersonalities, multicultural, multisocial, and multinational classes.
First of all, for instance, it provides teachers with the compound means of presentation and representation of lectures. It helps learners and gives them a choice of ways of gaining knowledge. Secondly, it gives multifarious actions and expressions from the teachers that assist learners to get multiple ways to demonstrate their knowledge. And, thirdly, it shows the several ways of teacher-student engagement, to tap into learners' interests and motivated learning (Learning Through Listening, n.d).
Table 1
Practical application of UDL solution
Grade: 5 Teacher: Mr. James Subject: Psychology Standard: 5.22- Goal: Analyze of relationship between mind and body.
Materials & MethodsPotential Barriers/Missed Opportunities
UDL Solutions
Printed textbookPeter – Reading disorder, can not analyze the text properly.
Jason – Dyslexia, facing problems by understanding the texts.
Waqas – Language barrier, can not understand English very well Comprehensive and analytical reading . Stressing on the words and symbols that are complicated for with students dyslexia. And giving an option of brief translated material to the students who have language barrier.
Lecture/whole class presentationMarlin – Attention deficit can not pay full attention to the lecture.
Helen – Listening problem, Cannot receive the lecture properly.
Umer – Language barriers, can not understand the lecture due to English second language. Making it sure that all students are attentive to the lecture/presentation. Giving solution to the students who have hearing problems or inability. And, making it sure to induce lecture to the ESL students. 
Library researchFatima – Not familiar of, can not have routine of library research.
Nicolas – Feels hard to research the subject material from library.
James – Good in research, but cannot arrange the ideas. Giving more attention and suggesting them the appropriate techniques to study. Giving guesses to those students who do not have sufficient rout of learning the subject material from the library. And telling the cohesive techniques to arrange the ideas. 
Created printed materialSarita – Non-habitual writer feels hard to write on the subjects.
Jack – Can not concentrate on topics, has cohesive problems.
Sehwag – English grammar problems, due to ESL student  Taking into consideration the non-habitual students who can not concentrate and ESL students. And give them extra concentration to make them familiar with writing. 
Personal Idea and ThoughtLee – Weak ideas, can not synchronize the idea with topic.
Vivk – Non-habitual of writing due to ESL student. Overall problem with writing.
Bret – Can not arrange the ideas and thoughts. Need attention in organizing the ideas.Taking into consideration the students who are weak in expressing of idea, non-habitual of writing, and those who can not arrange the ideas. Pay them special attention to make their thoughts and ideas strong.
Oral report on the subjectJorge – Do not use an oral report on the subject. Need special concentration on oral report.
Brian – Emotional and behavioral problem in communication.
Sitara – Non-habitual of oral report, need extra attention due to ESL student. Teacher needs to take into consideration the oral, and communication problems faced by his/her students. It can be due to ESL students, and other communication problems. Special measures have to be taken for students with that kind of problems.
Independent projectJames – Excellent in independent project, but weak in arranging and presenting the data in computer.
Elizabeth – Can not do project independently, needs groups and assistance.
Waqas – Non-habitual of doing independent projects, and have problem in language understanding due to ESL student.Generally, independent project is hard to be done by one of student like James, who has a weak content arrangement and computer unfamiliar problems. Elizabeth faces problems by doing a project alone. And, Waqas as ESL student, faces many problems in doing independent project. Teacher should ...