The move
Instead of building accommodations one student at a time, offer the whole class a few options up front for how they take in the content and show what they know.
See how it works
Ways in
- Text + text-to-speech
- Text + video or diagram
- Graphic organizer
Ways out
- Write it
- Draw and label it
- Record it
At a glance
- Time in class
- 1 minute to offer the options
- Prep
- 10 minutes of planning: build 2–3 options into one lesson.
- Materials
- A graphic organizer; text-to-speech (built into most devices and browsers)
- Grouping
- Whole class
- Use it when
- Planning any lesson with a reading, a task and a product
Why it works
Universal Design for Learning (UDL) plans for the range of learners from the start. Supports like text-to-speech or a graphic organizer help students who need them and many who don’t, without singling anyone out. The goal stays the same for everyone; only the path changes.
Step by step
In class: about 11 min
- 1Name the goal1 minute
- 2Add one way in3 minutes
- 3Add one support3 minutes
- 4Add one way out3 minutes
- 5Offer it1 minute, in class
- Name the goal1 minuteWhat must every student learn or show? Keep it fixed.
- Add one way in3 minutesOffer the reading as text plus audio (text-to-speech), or text plus a short video or diagram.
- Add one support3 minutesA graphic organizer, sentence starters or a checklist, available to anyone.
- Add one way out3 minutesTwo or three ways to show learning: write it, draw and label it, or record it.
- Offer it1 minute, in class“Same goal for everyone. Pick the tools that help you get there.”
See it in action
Retell a story by writing, drawing a comic strip or telling it to a recorder.
Read a science article with or without text-to-speech, using an optional cause-and-effect organizer.
Show understanding of a historical event in a paragraph, an annotated timeline or a 90-second recording.
Watch out for
- Lowering the goal: options change the path, not the target.
- Too many choices: two or three is enough.
- Matching tasks to “learning styles”: that idea isn’t supported by research. Offer options based on interests and needs, and let students choose.
Level up
- Students pick their option and explain why it fits them.
- Students suggest a new option for next time.
Make it work for everyone
- Multilingual learners: include translation or a bilingual glossary as one of the supports.
- IEP and 504 supports: UDL doesn’t replace legally required accommodations; it reduces how many students need separate ones.
- Early finishers: a challenge option with the same goal.
Tech option
Use your device’s built-in read-aloud, speech-to-text and translation tools.
Resources
Printables
Any graphic organizer you already use works.
Learn more
Pairs well with
Reflect
Which option did students choose most, and did it help them reach the goal?
Evidence
Practice-basedCAST. (2018). Universal Design for Learning Guidelines (version 2.2). udlguidelines.cast.org. The framework this card is based on.
Ok, M. W., Rao, K., Bryant, B. R., & McDougall, D. (2017). Universal design for learning in pre-K to grade 12 classrooms: A systematic review of research. Exceptionality, 25(2), 116–138. Found promising but mixed results across studies.
Find the research: CAST. (2018) · Ok (2017)