The document discusses Universal Design, an approach to teaching that provides multiple means of representation, expression, and engagement to cater to all students regardless of ability. It notes that when the author becomes a teacher of special needs students, applying Universal Design principles like recognizing individual needs and providing various ways to overcome obstacles and meet goals will be important. The author shares that they were unfamiliar with Universal Design previously but enjoyed learning about it and plans to incorporate its approaches in their own future classrooms.

1. Brooke Baber

2.  Universal Design is a
way of teaching that
caters to all students no
matter their
language, intellectual
level, or disability.
 Breaking away from
designing the classroom
for the average student.
Because the “average”
student does not exist!

3.  Providing multiple means of
representation (how
information is presented to
students.)
 Providing multiple means of
action and expression
(students have different
ways to show their skills:
writing, drawing etc.)
 Providing multiple means of
engagement (how teachers
motivate students to learn.)

4.  When I become a teacher, I will be teaching special needs
students.These students already fit the marginalized mold
for whom Universal design wants to reach. It will be
important for me to recognize each individual students’
needs when I begin to form my lesson plans so that every
student will be able to overcome obstacles and reach goals.
This is the same focus of Universal design.

5.  I had never heard of Universal design
until this course and I really enjoyed
learning about it.
 Looking back, the classes I have learned
the most from in grade school and
college have implemented things like
interactive learning, manipulatives and
projects.
 I definitely plan on incorporating
Universal Design in my future
classrooms.
**Some of the information included has
been paraphrased from the National
Center for Universal Design Learning
websites and videos.
 Thank you 