Universal Design for Learning
An Overview of Universal Design for Learning
Universal design originated
in architecture. When the field of architecture first started
to make the physical world accessibility to people with disabilities,
it was done by retrofitting buildings--such as adding a ramp
next to a staircase for wheelchair access. But retrofitting buildings
proved clumsy and architecturally inferior. By incorporating
these elements from the start, such as integrating ramps and wide
doors for wheelchair access in the design stage, the features became
part of the building rather than an awkward add on.
Moreover, the usefulness of the modifications quickly started
to extend beyond its original purpose of aiding those with disabilities.
For example, curb cuts in sidewalks were originally conceived to
assist wheelchairs in navigating up and down sidewalks. But once
installed on street corners, mothers with baby carriages, children
on bikes, and professionals with suitcases on wheels found the
curb cuts equally beneficial. Soon, followers of universal design
realized the modifications incorporated for people with disabilities
actually benefited all users.
The educators at CAST (a
eduational organization in Boston focusing on dissability services)
saw the richness and applicability of universal design and applied
it to education coining the term Universal Design for Learning
(UDL).
Applying UDL Principles
UDL applies the concept of universal design to the learning
process by developing, designing, and delivering instruction and
instructional material that makes learning accessible to all students.
Just like in architecture where universal design begins at the
inception of a project, UDL challenges the instructor to make a
course and all of its content and assignments accessible to all
students from the initial course design. In other words, all aspects
of the course need to be accessible to all students--those with
and without special needs--rather than modifying assignments later
on to meet a student's individual need.
To do this, UDL asks the instructor to identify the
key goals and objectives of a course or an assignment and then
provide multiple and flexible methods of presentation, expression,
and engagement. This flexibility does not mean diminishing the
intellectual rigor of the course or assignment. Instead, it means
recognizing that a learning goal can be accomplished through a
host of means.
Building on the findings of recent brain and mind research, a
UDL designed classroom employs these principles by presenting content
in multiple formats, building in flexibility in how learning is
demonstrated, and offering students a variety of modes of engagement
with learning material. To accomplish this flexibility in instructional
material design and delivery, UDL makes comprehensive use of technology
in the classroom. Without a doubt, digital technology and the Internet
places a world of information at the fingertips of all students.
But UDL is much more than making information more accessible, it's
about making learning more accessible
The Challenge of Students with Disabilities in the College Classroom
Though originally
developed for aiding students with disabilities, the UDL paradigm
is valuable to any learning situation. In the typical college
classroom, there are students with different abilities and needs
in terms of seeing, hearing, speaking, moving, reading, writing,
organizing, engaging, and remembering. If a student has a disability
that is visible, such as a mobility impairment placing that student
in a wheelchair, or the student has limited sight, it is easy to
recognize the disability. However, it is much more common to have
a student that has an invisible disability, such as a learning
disability, a psychological disability, or a health impairment.
Moreover, since college students are over 18 and legally adults,
disclosure of any disability is voluntary. This means instructors
never truly know the many layers of abilities and disabilities
among the students in a class making the case for UDL even more
compelling.
Resources
CAST
CAST is a not-for-profit education research and development organization
that uses technology to make education more flexible and accessible for
all students, especially those with disabilities. This organization founded
the concept of Universal Design for Learning and remains the industry leader
in the field.
URL : http://www.cast.org/ FAME Module
FAME (Faculty and Administrator Modules in Higher Education) is an online
training module that educates faculty and administrators on how to improve
the quality of education for students with disabilities. The module includes
sections on providing accommodations and effective instruction to students
with disabilities, Universal Design for Learning, web accessibility, and
college writing. The section on college writing is a comprehensive treatment
on how to make a college writing assignments and instruction accessible
to students with all types of disabilities.
URL : http://telr.ohio-state.edu/FAME/
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