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ADHD: UDL allows students to work in flexible learning environments.

Being in a focused setting may also help decrease the anxiety students feel in whole-class lessons. In these groups, teachers can focus on the priorities of the lesson so students have the time to grasp the most important concepts.

Slow processing speed: Teachers can adjust the pace of instruction to give students the time they need to take in and respond to information.

The teacher can also help students stay on task and learn skills like self-monitoring.

ADHD and executive functioning issues: This type of instruction often takes place in settings with fewer distractions.

For students with dysgraphia, a teacher can use this opportunity to check in and focus on specific skills for that student.

Dysgraphia: In many classrooms, teachers hold “writing conferences.” They meet with students one-on-one to talk about their progress with what they’re writing.

Dyscalculia: For kids with dyscalculia, teachers gather one or more students to practice skills that some students (but not the whole class) need extra help with.

They might also meet because kids have a common interest in a book. In the general classroom, teachers often work with a small group of kids at the same reading level or to focus on a specific skill.

Dyslexia: Students with dyslexia frequently meet in small group settings for reading.