Part one: Universal design for learning for Profile 3 – Willie

According to the Universal Design for Learning (UDL), all students must have the

same accessibility towards the school’s content (Gordon, Meyer & Rose, 2014; Foremen &

Arthur-Kelly, 2017). It is the responsibility of the teacher to develop lessons that can develop

each students’ skills in their learning (Gordon, Meyer & Rose, 2014)). The three key

principle relating to UDL are multiple means of representation, expression and engagement.

These principles are factors that determine inclusivity in a classroom and should be followed

to create a ‘universal’ learning experience for all children (Kieran & Anderson, 2019). This

report will focus on the student, Willie, who is a student with disability.

These lessons highlight UDL core principles in its implementation. These lessons will

be effective in providing the class with a meaningful learning experience, specifically to

Willie. The use of multiple modes in delivering information to the students is crucial as each

student have their own learning style which suit them. Thus, it is important to use different

communication techniques as a wide range of ‘means’ can allow all students to comprehend

the content (Spriggs, Gast & Knight, 2016). Students also have access to different methods to

express their knowledge through the lesson activities (The Cast, 2020). Furthermore, the core

activity throughout the three lesson heavily promotes student’s engagement due to its focus

on collaboration and communication skills (Nisbet, 2019)