My greatest strength in UDL is my absolute belief that all learners deserve educational
environments in which barriers are minimized and curriculum flexibility is maximized.
Instruction must match the strengths and needs of each student to optimize growth and to
foster a life-long passion for learning. Through my work at Cabrini's DRC and based on
what I have learned so far in our EDG 519 class, I have had an "ah-ha" moment. I realize
that, as an educator, I have always actively practiced UDL principles even though I am
studying them now for the first time.
For example, in my work in early literacy at the Tredyffrin Library, planning and presenting
educational storytimes, I paid careful attention to the age and interests of my pre-school
audience. I found that by choosing straight-forward and sure-to-please topics like trucks,
trains, and animals captured their attention and prepared them for a successful experience.
Consistency in my weekly story-time presentations provided built-in options for self-
regulation. Songs, chants, rhymes, music, and dances offered my lively audience a variety
of options for expression. Alphabet letters, stuffed animals, toys, felt board picture
counting and representational movement provided different forms of representation with
which to explore our weekly topic.
My greatest challenge in developing a greater variety in my use of UDL is my lack of
technology savvy. Through my work at Cabrini's DRC, I am beginning to learn more about
specific assistive technology options and the scope of the needs that various technologies
can address. My goal in EDU 519 is to increase my working understanding of assistive
technologies in order to optimize access to these technologies for Cabrini students.
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