What teaching strategy best enables students with disabilities to demonstrate mastery of learning objectives?

Providing multiple options for students to demonstrate knowledge and skills while maintaining the expectations of the grade-level content standards is the best teaching strategy for enabling students with disabilities to show mastery of learning objectives. This approach aligns with the principles of Universal Design for Learning (UDL), which emphasizes flexible methods for students to express what they have learned. By allowing various forms of assessment—such as projects, presentations, or written responses—educators can accommodate diverse learning styles and needs. This differentiation helps ensure that all students can engage with the material in a way that aligns with their strengths, thereby enhancing their confidence and demonstrating their understanding.

The other approaches, while they may seem straightforward, do not effectively address the diverse needs of students with disabilities. Offering a single testing format limits options and does not account for the varied ways students can exhibit their knowledge. Providing only verbal assessments may disadvantage students who are more adept at expressing their understanding through written work or other methods. Assigning fewer assignments may not accurately reflect a student's grasp of grade-level content; instead, it's important to maintain rigorous expectations while offering varied avenues for students to demonstrate their mastery.