“Teachers who provide information, participate in events and use a variety of ways to explain, address or communicate will motivate and show students who care: with a memo to awaken the humor of the subject, with videos explaining the definition, with virtual meetings available for discussion, or with a Tick-Tock video to convey the lesson,” said Jonah Nakaza-Koizumi a graduate student and special education teacher at Roosevelt High School in Honolulu. The versatile design for teaching makes special education available to students and, perhaps most importantly, provides a vision for education, both online and in the classroom, that helps all students succeed. “The guide focuses on targeted and proactive design of the learning environment and classrooms, integrating flexibility, support and structures that can help all students succeed,” said Mr. Rao. “If an UFO can benefit students with disabilities, it’s a way of thinking about making education accessible to all,” said Kawita Rao, Professor of Special Education at the University of Hawaii. “In some cases, it may be easier to implement the EDL online because there are many different digital tools that are easy to integrate into the course and more difficult to integrate into a personal environment,” says Cary Torres, who teaches the EDL at Kapi’Olani Community College. To support the integration of the EDL into e-learning, Rao, Smith and Torres teachers have created “Practical”, an open website that provides free tools with recommendations to help educators and parents who want to use the system. The EDL guide divides support into three main categories:Representation’, which supports students by presenting information in a variety of multi-sensory ways;Action’ andExpression’, which allow children to communicate and respond to what they have learned in a variety of ways; andEngagement’, which is achieved by providing students with choices and approaches that are relevant to their interests. Regardless of the destination of e-learning, notable differences in access to education and technology have emerged in recent months, while families with children with disabilities and children with special needs have faced major challenges even when technology has been made available. Over 14 per cent of students enrolled in American schools received special education, but protocols for children with special needs could not be accurately translated into e-learning. “The management skills needed for this level of independence in online learning are all a problem for students. “Providing many opportunities for action and expression through digital tools has helped many of my students who are learning languages and experiencing fears,” said Mr. Torres. “And these are the areas that are creating barriers for many of our students with disabilities. “Teachers and parents need to be aware of the barriers in the various teaching materials offered and provide support when needed. One of the key assumptions in UDL is that there is noaverage student’. “Each learner has a unique set of characteristics – including their strengths, learning preferences and needs – that can change or develop in different contexts. “These content management systems are designed to follow certain standards and teach certain subjects,” said Sean Smith, Professor of Special Education at the University of Kansas.