{"id":4030,"date":"2025-09-24T16:28:57","date_gmt":"2025-09-24T16:28:57","guid":{"rendered":"https:\/\/www.terc.edu\/adultnumeracycenter\/?page_id=4030"},"modified":"2025-11-06T20:24:58","modified_gmt":"2025-11-06T20:24:58","slug":"universal-design-for-learning-udl-benefits-everyone","status":"publish","type":"page","link":"https:\/\/www.terc.edu\/adultnumeracycenter\/universal-design-for-learning-udl-benefits-everyone\/","title":{"rendered":"Universal Design for Learning (UDL) Benefits Everyone"},"content":{"rendered":"\n
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For two years, education consultant Lakshmi Nayak <\/strong>had a visually impaired, legally blind student. This article highlights what she learned, and includes tips and strategies from the SABES Mathematics and Adult Numeracy Curriculum & Instruction PD Team.<\/em><\/p>\n\n\n\n

Achieve a Big Effect Through Small Actions<\/strong><\/h5>\n\n\n\n

“Yes, she did pass and earn her HiSET, and along the way I learned a lot. It was an excellent learning experience for me. <\/p>\n\n\n\n

I learned to be better organized and prepare in advance. Using the classroom website I had already created, I posted online all the notes, instructions, and slides so that this student could see them on her screen while in class with us. Sometimes she could also preview them before class started.<\/p>\n\n\n\n

I didn\u2019t have to change all of the exciting hands-on activities I wanted to do. I just had to incorporate ways for other students to describe things to her, and ways for her to contribute ideas about something even if she couldn\u2019t do all the steps herself. And yes, sometimes I chose an activity that was more tactile and sensory than other options.<\/p>\n\n\n\n

I learned that how one formats a document, whether it\u2019s meant to be read on paper or on the screen, also makes a big difference.  I followed advice from a fellow teacher who was also visually impaired. To make your document more accessible, here are a few tips:<\/p>\n\n\n\n