Week 5 - EDUC 5313 Universal Design for Learning - Article Summary

Article Summary: Universal Design for Learning: Guidelines for Accessible Online Instruction.

Universal Design for Learning ensures equity for all learners not only those who have already been identified with IEP which include accommodations and modifications. The principles of UDL help educators reimagine how learning can take place in their classrooms. Center for Applied Special Technology (CAST) staffers David Rose, Anne Meyer among colleagues are credited with coining the term, and have modeled the philosophy to Ronald Mace’s universal designs in architecture. Mace was an architect, who also used a wheelchair, and was a staunch proponent of functional facilities for all that were also aesthetically pleasing too. In the article the concept of UDL is likened to the fairy tale of Goldilocks - and I’m not sure if I like this analogy. I feel like this lessens the greatness which can be achieved through UDL in classrooms, and turns it into something that is somehow fiction or only applicable if you live in the woods and are chased by bears, or your. Instead, I would rather the focus be on making education equitable for all students.

(Great Schools, 2019)

In the article Roger-Shaw (2018) does a good job of explaining the why and how UDL came into existence. To illustrate the true paradigm shift which UDL has encouraged, Rogers-Shaw shares:

Although the UDL framework was initially conceptualized with students with disabilities in mind, it quickly shifted the focus from the student’s disability to the ‘disabled curriculum’ (Rappolt-Schlictmann, Daley, & Rose, 2012). In other words, the students were not the ‘problem’ but rather the instruction (i.e., goals, methods, materials, and assessment strategies) was too constricted and not flexible enough to accommodate the diversity of students in the current school system (Meyer & Rose, 2000; Rappolt-Schlichtmann et al., 2012; Rose & Gravel, 2010; Rose & Meyer, 2000; Rose, Meyer, & Hitchcock, 2005). (p. 4)” (p. 21)

The second half of the article specifically considers adult online learners and UDL implications. Roger-Shaw covers topics including how to improve lessons by reducing barriers, adding flexibility, and encouraging cultural and developmental sensitivity. There is also discussion on the characteristics of adult learners as well as of distance learners too. She also includes ideas on how to apply UDL principles to existing courses.

UDL Implications in Lesson Planning

Whilst planning lessons, CAST has made it fairly easy for teachers to integrate the principles of UDL. Found on the CAST website, the infographic below poses great questions for teachers to consider during planning stages.

(CAST, 2022)

I feel that student engagement is paramount in education. I’ve spent the past year as an inclusion teacher and as such have spent a great deal and have witnessed the difference between a teacher who can engage students and lift them up during the lesson and those who cannot. So my first consideration in lesson planning is always how I am going to engage all students and encourage them to continue their engagement. This might mean letting them choose how they will be engaged or when that is not possible, I look for ways to minimize distractions and maximize their interest. This might be through encouraging their understanding of what we are studying by front loading vocabulary words and helping them draw connections to real life. Ensuring the learning space is non-threatening and free of distractions when possible is another way to encourage engagement.

The next consideration in my planning process, though not “in-line” with the CAST model shared above, is Action & Expression. I am a firm believer in backwards design, starting with the end (assessment) and planning the lesson in reverse to ensure I am staying on target for my students to walk away with the essential knowledge of the lesson. I feel that one of the biggest struggling points for teachers to implement the use of UDL, is their fear of walking away from standard assessments (i.e. written exams). They often struggle with the idea that any other type of assessment would not be equal to a traditional written test. By implementing UDL principles in the area of Action & Expression and sharing success stories with reluctant teachers will hopefully encourage them to look beyond the standard.

Reference List

About universal design for learning. CAST. (2022, February 8). Retrieved February 9, 2023, from https://www.cast.org/impact/universal-design-for-learning-udl 

Rogers-Shaw, C., Carr-Chellman, D. d., & Choi, J. (2018). Universal Design for Learning: Guidelines for Accessible Online Instruction. Adult Learning, 29(1), 20-31.

Want all kids to get a fair shake? Parenting. (2019, November 6). Retrieved February 9, 2023, from https://www.greatschools.org/gk/equity-toolkit/