ABSTRACT
This snapshot vignette provides an overview of using the UDL model to plan and implement an online course for intervention students in language arts. Students work through the modules asynchronously while appealing to their specific instructional needs. The course is self-paced, while still allowing for collaborative learning experiences. Both the student’s individualized education plan and the grade-level curriculum and standards were considered when planning through UDL. Students used real-life connections and cross-curricular projects to demonstrate their mastery of the different skills before proceeding to the next module. This snapshot explains the connection between elements of online learning experiences and the UDL framework.
