UDL is a platform that is created for research and that helps in teaching science subjects by guiding the expansion of flexible teaching environment to match the unique needs of every student. The platform is used by stakeholders in education such as universities, research organizations, corporations, and charity organizations to enable them to achieve their teaching objectives. Notably, UDL facilitates the elimination of obstacles to learning by facilitating the development of creative answers thereby enhancing the participation of learners and enhancing the effectiveness of education.
My classroom has high-school students who are aged between 14-17 years. Students in this class spend most of their learning time either enriching their school content, studying through summer, or studying remedially. In high school, learning is designed to lay the foundation for the careers of teenagers by emphasizing on identifying the subjects that they are well versed in. Some parents also provide their children with internet parent software for learning.
Physical UDL Classroom Layout
The UDL approach emphasizes on the physical layout of the class, content taught, and way of delivery. The physical layout determines the comfort, concentration, and engagement of learners. In return, it enhances the retention of the offered information and makes learning more interesting (Roberts et al. 5-15).
To begin with, in the UDL approach, all furniture in the room should be arranged so that there is space for movement. Movement is important because it allows students to walk in and out of the class, within the class, and also to enable the tutor to easily access them. Students who prefer to work alone should be assigned a quiet space. In the case of learning aids such as charts, technological equipment, or laptops are used in the classroom, they should be properly arranged so that students are not tripped by the power cables.
Finally, the UDL approach encourages creativity and therefore the tutor can consider the need of creating different learning centers to increase the exploration by learners as well as the delivery of similar content in different ways. Painted projects can be placed at the front of the class in both corners for quick accessibility by students.
Science and Assignments  
Considering incarcerated youth who would wish to learn science, implementing a digital learning tool is a good example of adopting the UDL approach (The Universal Design for Learning). A digital tool will overcome the challenges of conventional teaching approaches in the laboratory. Learners will log into the app, identify the topic they want to read, and then explore the various experiments that they are supposed to have so that they are able to draw conclusions.
A digital app is a self-teaching aid and learners can create discussion groups to help understand the content. These groups can be virtual or real. Similarly, discussions can be done virtually and group members can actively contribute at their convenience. Also, the app is suitable for learners who are locked alone (The Universal Design for Learning). Furthermore, the app can be accessible to instructors who can virtually give guidance on specific topics and receive feedback from learners on various issues including topics that are not clearly understood.
UDL is a unique concept with diverse ideas on teaching and learning process in and outside the class. This approach appreciates that students should not be rigidly forced to adapt to the traditional learning processes and that learning should be made flexible to suit different learning styles for different students. UDL emphasizes the need for matching of the learning environment to the unique needs of learners. In addition, the approach emphasizes on evaluating the various needs and expectations of learning and then creating an innovative processing of meeting these expectations. Importantly, UDL unique concepts in learning create an environment where students are able to easily learn new concepts and share them with their classmates.
Works Cited
Roberts, Kelly et al. “Universal Design for Instruction: A Systematic Review of Empirically
Based Articles.” Journal of Postsecondary Education and Disability, vol. 24, no. 1, 2017, pp. 5-15. Print.
“The Universal Design for Learning.” The Cast, Accessed 11 March. 2017.