Inclusion: the final frontier - Universal Design for Learning

Dr. Alan BruceUniversal Learning Systems - Dublin

Rationale

Dimensions of difference - disability

Impact

Globalization and change in learning

Context

International and European

Opportunities

Approaching best practice

Disability is and always has been an issue of access and rights

Common humanity/common reactions Impact of value systems and religious belief Role of war and migration Continuing impact of institutionalization,

charity and control Impact of learning solutions and ICT

Disability: fear, loathing, guilt and shame Historic impact of segregation and exclusion Sense of impossibility – no alternatives

offered to this population Systemic exclusion in all European countries From Foucault to Laing – analysis of the

systems, structures and methods that oppress

Medical and social models

In modern society a sense of normality is achieved through the suppression and exclusion of the abnormalFoucault, Madness and Civilization, 1964

Foundational and critical document Published by WHO State of the art analysis and review Overall aims of Report:

To provide governments and civil society with acomprehensive description of the importance ofdisability and an analysis of the responses provided,based on the best available scientific information.

Based on this analysis, to make recommendations foraction at national and international levels.

Impact of vocational rehabilitation since 1947 War and effects of war Independent Living movement (1967) Progressive legislation – ADA 1990. Europe – from mainstreaming to inclusion Assistive technologies AAATE and RESNA Research and comparative analysis Universal Design principles Innovation and adaptation in education

Historic pattern – vicious circle of low expectations

Institutionalization and ‘special’ needs Embedded pervasive imagery of dependence Family, support and care Medicalization of discourse Legacies of charity The vocational imperative – where to now? Teaching – and learning – around difference

Families Communities Culture and beliefs Schooling, learning and research Media and portrayal Work, employment and a full life Lifelong care – the cost of independent living Permanent dependence or rights?

• Lack of consensus – goals, strategies, aims• Turf issues – professional confusion• Attitudes – the negative mindset• Casualization – from shiftwork to adaptability• Built environment• Unthinking exclusion• Fragmented planning• Disempowered families and social

stratification• Beyond disability – inclusion for all

Patterns of constant change Uncertainty and conflict Deconstructing the welfare state Responses of educational systems Critical issues: access, quality, application,

recognition, utility, ICT Beyond schools to ubiquitous learning

New work patterns – what happened to the Job?

Technological revolutions

New markets – public, private, financial, corporate

Access and social inclusion – wishful or critical?

Understanding permanent crisis

Transnational linkage: from optional to essential

Demographic changes: ageing and life expectancy

Women and labor market participation

Cultural and religious difference

Immigration

Conflict and stress

Urbanization

Patterns of constant change

Permanent migration mobility

Outsourcing

Flexible structures and modalities

End of job norms

Knowledge economy

Structural inequalities

Exponential increase in information Critical reflection vs. need to know: where

does e-learning sit? Peer-to-peer learning economy: social media Free speech and autonomous expression Developing critical thinking skills Autonomous problem solving Diversity embedded

Historic impact low expectations Institutionalization and ‘special’ needs Medicalization of service models Legacy of charity The transformation of work Learning and difference Diminishing public space Linking disability to other social justice

models

The emergence of a true global economy dictates a new role in international activities to promote the well being of persons with disabilities through access to jobs, better technology and social supports...

Source: NIDRR Long Range Plan 1999-2004

Ubiquity and access Innovation – the new imperative Professionals, Customers, Communities Quality, standards and assessment Curriculum or competence: institutional crisis

of international educational systems Freedom, openness and creativity in the

digital economy

Lisbon Declaration Inclusive education as principle Significant national variations Separation between health, social services

and education functions and responsibilities Poor multidisciplinary developement Family exclusion Focus on educational, health and social needs

Universal Design for Learning is a set of principlesfor curriculum development that gives all individualsequal opportunities to learn.

UDL provides a blueprint for creating instructionalgoals, methods, materials and assessments thatwork for everyone - not a single, one-size-fits-allsolution but rather flexible approaches that can becustomized and adjusted for individual needs.

Universal Design for Learning (UDL) is a framework thataddresses the primary barrier to fostering expertlearners within instructional environments: inflexible,“one-size-fits-all” curricula.

Inflexible curricula raise unintentional barriers tolearning.

In learning environments individual variability is thenorm, not the exception

UDL addresses learner variability by suggesting flexiblegoals, methods, materials and assessments thatempower educators to meet these varied needs.

The purpose of UDL curricula is not simply to helpstudents master a specific body of knowledge or setof skills, but to help them master learning itself— tobecome expert learners.

Expert learners have 3 broad characteristics:

1. strategic, skillful and goal directed2. knowledgeable3. purposeful and motivated to learn more

CAST (Center for Applied Special Technology) established 1984

First Federal grant from NSF 1994 UDL defined. CAST invents “Bobby” 1995 CAST Advisory Council established 2005 National UDL Taskforce established 2006 First Statutory definition of UDL 2008 National Center for Universal Design established

2009 University of North Carolina academic expertise

Impact of universal schooling The university revolution – from distance

learning to MOOCs Impact of legislation and policy Technological revolution only starting From psychology to engineering – the altered

environment Shaping the mind – struggles with attitudes

Focus of motivation Problem solving focus From curriculum to competence Content to meaningful action From formal teaching to creation of bonds and links Mentoring Models of best practice

‘I refuse to join any club that would have me as a member.’

Modeling Empathic analysis in transition support Social analytics for multidisciplinary work Roles and responsibility Advanced digital competence/assistive

technologies Comparative research methods Independent living/rights based models Universal Design

Defining needs Defining required supports Developing teams: communication Avoiding traps – the standardized label Critical and reflective thinking and practice Empathy Sensitivity and clarity – goal setting Evaluative review

To improve classroom practice and raise awarenessof European educational communities on inclusiveteaching and learning practices

To improve teachers’ work practice, combining ICTskills with innovations in pedagogy, curriculum, andinstitutional organization

To redesign, adapt and personalize curricula andinstructional methods

To create a learning environment that helps eachstudent develop his or her full potential

Rights and advocacy Quality circles (Netherlands) Collaborative research Culture of innovation Highly qualified staff Equality frameworks and enforceable standards

Flexibility Diverse learners/digital immigrants Learning outcomes Pedagogical design - integrated learning Social capital and inclusion Visions of excellence

Dr. Alan Bruce

Universal Learning SystemsDublin, Ireland

[email protected]

Tel: +353-87-249-8791