USING UNIVERSAL DESIGN FOR LEARNING (UDL) TO ENSURE CURRICULAR ACCESS TO ALL STUDENTS
Alexa Pettinari, Chinmay Bhave, Chay Ly Cheng, Minrui Zhang
Goodluck Dabby Allison.
�University of the People
EDUC 5711: Teaching for Diverse and Inclusive Classrooms
Dr. Abdelmadjid Mokhtari
October 13th, 2021
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Table of Contents
Slide 1: Title
Slide 2: Table of Contents
Slide 3: Introduction
Slide 4: Universal Design Learning Definition
Slides 5-11: Guidelines of UDL and classroom scenarios
Slides 12-15: Principles of UDL
Slides 16-20: Components of UDL curriculum
Slide 21: Strategies for integrating UDL in the classroom
Slide 22-24: Resources for integrating UDL in the classroom
Slides 23-26: Additional resources
Slides 27-30: References
Introduction
EDUC 5711: Teaching for Diverse and Inclusive Classrooms centers on eliminating all barriers encountered by students due to some learning abilities or disabilities using various instructional methodologies of which Universal Design for Learning (UDL) is one of such numerous techniques. This project seeks to examine the efficiency of the UDL approach in a practical and an all-encompassing application in a classroom scenario.
(Universal Design, 2018)
Universal Design Learning (UDL)
UDL is a blueprint developed by CAST (2010) and it illuminates on the three principles of addressing the what, how and why of learning. Rose and Meyer (2006) defined UDL as a layout where educators do a thorough planning of instruction in such a way that students’ success are prioritized from the very beginning; this structure does not give room for students’ failure, retrogression in progress, or struggling (as cited in Stanford & Reeves, 2009). UDL enriches learning, reduces curriculum-embedded barriers while maintaining high achievement standards and tone for all students in spite of their abilities or disabilities (Burgstahler, 2020).
Purpose
To fix the curriculum not the students. To ensure that all aspects are inclusively integrated into the teaching and learning process, including the curriculum, instructional pedagogies, as well as the physical space. UDL aims at both children with learning disabilities and students without learning disabilities, and technology as it stands today is a fundamental tool in UDL practice. It further aims at equitable use, simple and intuitive use, flexibility in use, tolerance for error, low physical effort, size and space for approach (Burgstahler, 2020).
Guidelines of UDL that provide equal opportunities for all students
(Petition, n.d.)
Student social-emotional well being
Students’ social-emotional well being refers to the opportunities to develop their social skills and manage their emotional skills. These opportunities allow them to practice cooperation, manage conflicts, make friends, cope, be resilient and improve their self-awareness (Victoria State Government, 2019). Thus, the importance of UDL in developing student’s social-emotional well being offers them “authentic, multi-level instruction, and therefore endeavors to uphold the principles of whole school (Katz and Sokal, 2016, p. 38). Thus, students will also learn to respect for diversity and inclusion in the classroom. When social-emotional well being is being addressed at school, students’ engagement and academic outcomes will be positively impacted.
Student social-emotional well being (classroom scenario)
A sample classroom scenario can involve students working in pairs to develop some form of ‘welcome packet’ for a potential student who may be new to the class in the near future. The teacher can guide the students through lines of inquiry to picture themselves being new students in the class and begin to explore the different challenges such as emotional and social challenges. Students can be extended into thinking about how their ‘welcome packet’ will change with different students from diverse backgrounds; such as ESL learners or students who have been bullied previously. The idea where, is that students are given an authentic task that enables them to develop empathy, cooperate and engage in social learning to support emotional well-being.
Diversity of learning needs
Diversity in the classroom does not only mean gender, race and socio-economic background. Diversity also refers to the different learning needs of the students in an inclusive classroom. In order for teachers to cater for all the learning needs of the classroom, there must be differentiated practices, integrated curriculum, and diverse resources to engage the students. In other words, “The focus is on providing diversity in opportunity in terms of ways to access, process and representation of learning.” (Katz and Sokal, 2016, p. 43).
For example, an English Second Language (ESL) classroom not only have challenges with English learning but also there are many potential different types of learner such as auditory, visual, kinesthetic etc. Thus the teacher needs to be able to revisit their lesson planning to ensure that instructional practices such as method of delivery, curriculum content, resources and technology are catering for the diverse learning needs. Tomlison & McTighe (2006) supports the notion that educators should continue to adapt their teaching based on the individual student needs and interest. Thus, enabling the learning experiences to be more authentic and more opportunities to achieve the learning outcomes. Applying UDL in the planning process can help teachers to consider all students in their classroom.�
Diversity of learning needs (classroom scenario)
A sample scenario involving a classroom with learners who are somewhat visually impaired can be catered for by allowing students to record the lesson presented by the teachers. Using assistive technology to make the content larger on the screen, or present work that is auditory in nature. Other examples to diversify the learning content for students with visual learning needs can include seating arrangement, ensure that printed content are large and dark with appropriate contrast, and even increase oral activities (National Council for Special Education, n.d.).
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Systems and structures
Structures and systems provide the foundation to allow UDL to occur. Teachers and administrators of all levels of a school play an important role in ensuring that students are set up for learning and success, regardless of their individuality. With classrooms becoming more diverse, and their learning being student-centered, Teachers can no longer utilize a one-size-fits-all plan. Strategic planning from administrators and instructional planning from teachers are crucial to ensure that UDL principles are being enforced in a diverse and inclusive classroom.
Schools that value diversity and inclusion are evident by their mission and vision and the daily practices and programs that promote diversity and inclusion. At a leadership level, administrators who establish clear policies on how to deal with conflict especially with different races and culture can provide a structural example on appreciating diversity. Schools with different programs that promote diversity can provide students and the community opportunities to interact with each another and learn from their peers to engage in mutual respect for all levels.
Systems and structures (example)
For example, in Ohio, Fairfield City School District has established a five year Diversity Plan that outlines the systems and structure to promote diversity. This ranges from hiring and retaining diverse teachers, increasing cultural awareness and improve parent and community engagement (Fairfield City School District, 2019).
Furthermore, systems and structures provides students with the opportunity to strive in an inclusive environment. Schools that are inclusive train their staff to deal with different students needs. Collaboration is a priority for teachers and parent engagement and community in promoting inclusion (Sulzberger, 2021). Nanjing International School in China, provides a strong system and structure that promotes inclusion through training staff, collaboration among various teachers, language acquisition teachers and student support (Nanjing International School, n.d.).
PRINCIPLES OF UDL
Engagement, Representation, Action & Expression
Engagement
In terms of engagement as a principle of UDL, this means that the curriculum and instruction is planned in such a way that it is purposeful, motivates learners, and stimulates an interest and motivation in learning the materials.
Educators can support affective learning through the UDL principle of engagement through provision of multiple options to engage students (Strangman et al., 2004).
Examples of differentiated engagement
(Carter, 2021.)
Representation
In terms of representation as a principle of UDL, this means that the presentation of content is differentiated. This concept promotes the idea that instruction includes options for a variety of different learning styles (Burgstahler, 2020)
Representation in terms of UDL also includes the hallmark of flexibility in the methods of presentation of materials and content. This allows the instructor to focus on student background context and knowledge in order to make the content more personally relevant (Strangman et al., 2004).
Student background information changes the dynamic of the classroom and thus the presented materials. Diversifying representation of materials can lead to higher student engagement and maximize learning through increased intrinsic motivation (Strangman et al., 2004).
Examples of differentiated representation:
(Mah, 2021)
Action & Expression
Action and expression as a principle of UDL relates to the differentiation of ways for allowing students to express their knowledge and understanding. Under this principle it is important to include different methods of assessment in order to retain interest, sustain effort, and entice self-regulation (Burgstahler, 2020).
Students are able to display their strengths and weaknesses through a series of strategically planned learning checkpoints in the UDL model. These methods are characterized as being:
Giving students the opportunity to vary their expression of learning will help the educator to assess the capacity of the student more fully and the effectiveness of the their instructional methods more completely.
(Series, 2018)
COMPONENTS OF CURRICULUM
Goals, Methods, Materials, Assessments
Goals
Goals are ordinarily depicted as learning assumptions. They address the information, ideas, and abilities students need to dominate and are typically adjusted to state norms. Ongoing public conversations about Common Core Standards have uplifted the basic significance of connecting objectives in Individualized Education Programs with state guidelines and homeroom assumptions (Ralabate, 2011).
(Vojkovich-Bombard, 2021)
Methods
Methods are for the most part characterized as the educational systems utilized by instructors to help students’ learning. Techniques ought to be proof based and upheld by an examination of students’ fluctuation. UDL techniques are adaptable and changed through reliable observing of understudy progress (Ralabate, 2011).
Materials
Materials are the media used to introduce content and exhibit learning. UDL materials offer numerous media choices and incorporate a variety of media preferences to intentionally diversify content (Ralabate, 2011).
(The Little, n.d.)
Assessments
Assessments inside the UDL system alludes to the most common way of social event data about a student's advancement utilizing an assortment of techniques and materials. UDL evaluations are especially worried about precisely estimating student information, abilities, and commitment by keeping up with developing pertinence and lessening or eliminating superfluous or diverting components that meddle with the appraisal legitimacy (Ralabate, 2011).
UDL strategies for an inclusive classroom
Instructional Strategy | Group Collaboration | Learning Stations | Differentiated Instruction |
Rationale | This will create room for slow learning students to learn from the faster ones. This strategy also helps withdrawn students out of their shell as research proves students are more comfortable with their peers | Students are randomly or systematically grouped to ensure each group represents diversity and inclusion. | This way, students learn and gain from their mates without limiting their learnings with their teacher. Students also freely express themselves amongst their peers. |
Action & Expression | This strategy supports the different learning needs and styles of the diverse students in an inclusive classroom | Students take turns to work at different learning stations within the classrooms. � | This promotes learning in multiple ways/styles as well as the opportunity to learn from one another. In addition, learning centers capture differences in physiological, personal, linguistic, cultural, and social backgrounds (Lorna Earl, as cited in Tomlinson & Imbeau, 2010). |
Engagement | This is to support student’s diverse learning needs as well as to promote cross-cultural/multicultural tolerance amongst students as they learn closely together (Tomlinson, 2014) | Students are first presented with the task of “thinking about a topic or answering a specific question” and later progresses to pairing, subsequently, each pair brainstorms and finally makes a presentations of its findings (Guido, 2016, para. 7) | This strategy accommodates students of all needs ranging from struggling students to average-learners, to advanced learners of diverse backgrounds with different cultural heritage (Tomlinson, 2014) � |
Resources for integrating UDL in the classroom
Source
Meo, G. (n.d.). Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students. IRIS Center, Retrieved from: https://iris.peabody.vanderbilt.edu/m odule/udl/#content
Summary
(Burgstahler, 2010)
Resources for integrating UDL in the classroom
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Source
Posay, A. (n.d.). Universal Design for Learning (UDL): A teacher’s guide. Understood. Retrieved from: https://www.understood.org/articles /en/understanding-universal- design-for-learning
Summary
(Universal Design for Learning, 2010)
Resources for integrating UDL in the classroom
Source
“UDL At A Glance”. (2010). CAST. Retrieved from: https://www.youtube.com/watch?v=bDvKnY0g6e4&t=101s
�Summary
Additional resources
Source
Rose, D., Meyer, A., & Gordon, D. (2019). The Goal of UDL: Becoming Expert Learners. CAST. Retrieved from: https://www.learningdesigned.org/site s/default/files/Expert%20Learners%2 0Definition.pdf
Summary
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(Rose et al, 2019)
Additional resources
Source
Morin, A. (2021, May 26). What is Universal Design for Learning (UDL)? Understood. Retrieved October 4, 2021, from https://www.understood.org/articles/ en/universal-design-for-learning-what- it-is-and-how-it-works.
Summary
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(Morin, 2021)
References
References
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