UDL planning means anticipating learner differences and preparing flexible materials and supports before barriers get in the way.
Plan for Learner Differences from the Start
Think about the range of learners before the lesson begins. Consider language, attention, sensory needs, motor skills, communication, background knowledge, and different levels of independence when choosing materials and activities.
Use Materials in More Than One Format
Whenever possible, provide information in different ways — for example, pictures, objects, print, audio, video, manipulatives, and demonstrations. This gives children more than one way to access the same concept.
Make Materials Easy to See, Reach, and Use
Choose and organize materials so children can access them as independently as possible. Use clear labels, uncluttered displays, larger or adapted tools when needed, and materials that are easy to grasp and manipulate.
Build Choice into Activities
Plan opportunities for children to choose materials, topics, tools, or ways to participate. Even small choices can increase engagement and give children more ownership of their learning.
Prepare Supports Before They Are Needed
Have visual directions, first/then supports, adapted writing or cutting tools, communication supports, sensory tools, and simplified or extended versions of activities ready when possible. The goal is to reduce barriers before a child has to struggle.