Adapt a worksheet using Universal Design for Learning principles

Context

A primary or secondary teacher who has an existing worksheet and wants to review it through the lens of Universal Design for Learning (UDL), to make it accessible to more students without creating completely separate versions.

Originally written for Chilean classrooms. References to "Decreto 83" (Chile's inclusive education regulation) and PIE (Special Education Integration Program) apply specifically to the Chilean system. Adapt to your local inclusion framework.

Paste first

Before opening the model, have ready:

• The full text of the worksheet you want to adapt (copy it as-is, without any student data)
• The grade level and subject
• The characteristics of the group that concern you most: are there students with ASD, ADHD, reading difficulties, language barriers, visual difficulties?
• The three UDL principles you want to prioritize (if you're not sure, you can ask the model to choose based on your group)

Privacy rule: Describe group characteristics generically ("three students have a dyslexia diagnosis"). Do not mention individual names or diagnoses.

Act as a Universal Design for Learning (UDL) specialist with experience in real classrooms. I'll share a worksheet and I need you to review it through the three UDL principles: multiple means of representation, multiple means of action and expression, and multiple means of engagement.

**Grade level and subject:** {{grade level}} — {{subject}}

**Group characteristics (no names or individual data):**
{{describe relevant characteristics — e.g.: "three students with dyslexia, several students with a language barrier, a group that disengages quickly when the activity is only text-based"}}

**Original worksheet:**
---
{{paste the worksheet here, without any student data}}
---

**What I need:**

1. A brief evaluation of the original worksheet: what works well under UDL? what creates barriers?
2. Concrete adaptation suggestions for each applicable UDL principle, without rewriting the entire worksheet — just the specific adjustments.
3. An adapted version of the most critical section of the worksheet, incorporating the suggested changes.
4. A recommendation on which change has the greatest impact with the least effort for this particular group.

Don't give me a generic list of UDL principles — I need specific suggestions for this worksheet and this group.

Expected output

**Evaluation of original worksheet:**
The worksheet works well for representation: it has clear written instructions and a worked example. The highest barrier is in expression: it only accepts written answers, which excludes students with dyslexia or difficulty expressing themselves in writing.

**Adaptation suggestions:**

Principle 1 (multiple means of representation):
- Add a small icon or image at the start of each section so students can identify the task visually before reading.
- Instruction 3 uses abstract vocabulary ("analyze the context"). Suggestion: replace with "What situation does this happen in? Describe it in your own words or with a drawing."

Principle 2 (action and expression):
- Allow activity 2 to be answered orally (voice recording) or with a diagram instead of a written paragraph.

**Highest-impact change:** Allowing oral or diagram responses in activity 2 — affects the three students with dyslexia and also those who freeze when faced with a blank page.

Watch out for

• UDL is not the same as "making it easier." If the model simplifies content to the point of reducing cognitive challenge, ask it to maintain the rigor and only adapt the format for access or expression.
• Do not paste individual student diagnoses (psychological assessment reports, special education plans, medical records). Describe the group functionally: what they do, what they find difficult — not who they are.
• The model may suggest adaptations requiring technology you don't have (tablets, text-to-speech software). If so, ask for low-tech alternatives or options using what you have available.

Suggested iteration

If the suggestions are too abstract, ask: "The multiple representation suggestion for instruction 3 sounds good, but I need to see what the exact text of the adapted instruction would look like." If you want to apply UDL to a whole unit, not just one worksheet, ask: "Now review the rest of the unit's activities with the same criteria, prioritizing the two most frequent barriers we identified."