Contents Introduction Teaching Aids as an integral component of the classroom

6.Supporting the classroom with teaching aids and materials
Materials in the typical general education classroom tend to be limited in scope. Commonly found supplies such as textbooks may be supplemented with student workbooks or worksheets. Sometimes manipulatives and specific multimedia such as number-line sets for math, a globe for social studies, or videos, software, and Internet resources may be used to support learning. These tools typically function as add-ons to the curriculum rather than as an embedded tool for delivering the curriculum. Many schools and districts do not have the funds to purchase these add-on materials. Students in those districts have few options that can be matched to their learning styles or diverse needs.
Materials in a Universal Design for Learning (UDL) classroom are different. These materials will be used to give students multiple means of representation of concepts, multiple means of engaging in learning the concepts, and multiple means of expression for students to demonstrate what they have learned. In a UDL classroom, instruction is more flexible and provides accessibility for all students. Teachers who use the principles of UDL in their classroom recognize that instruction does not come as a one-size-fits-all design. For example, digital content can be presented in different ways to meet the learning needs of each student. This content can include adding hyperlinks and glossaries. It might also include graphs, animation, and videos linked within the body of materials to aid understanding and expand content experience to demonstrate a concept². The UDL principles help teachers create classrooms where students can use technologies to move beyond being academic observers. These principles provide a model for self-actuated learning and universal access for all students. Regardless of students' disabilities or differentiated learning styles, every student needs and has the right to access the curriculum. UDL should be part of the initial design of the curriculum, learning environments, and assessments.
Classroom materials should be designed to follow the basic tenets of UDL—providing students with multiple means of representation, engagement, and expression. It is equally important to select materials that help students retain the information. Learning is not useful if students forget what they have learned. According to Rief, students retain

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  10 percent of what they read
  
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  20 percent of what they hear
  
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  30 percent of what they see
  
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  50 percent of what they see and hear
  
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  70 percent of what they say
  
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  90 percent of what they say and do
  

These statistics remind us that it is important to use multisensory material whenever possible. It may not be feasible to use multisensory material for every lesson you teach. As you vary how you present information in your classroom, students will be more engaged in the learning process. Improved student engagement will result in improved achievement. Figure 2.1 shows examples of multiple ways to engage students in diverse classrooms.