Resources - endicottatsite.files.wordpress.com€¦  · Web viewUniversal Design for Learning: Building on Accessibility “The purpose of education is not to make information accessible,

Universal Design for Learning: Building on Accessibility

“The purpose of education is not to make information accessible, but rather to teach

learners how to transform accessible information into useable knowledge.” --Introduction to the UDL Guidelines (CAST, 2012)

Providing accessible learning materials to postsecondary students with disabilities is essential -- and required by law. Assistive technology and accessible materials can lower barriers to access. However, access to materials is not the same as access to learning. Many learners who are not identified as having physical, sensory, and learning disabilities still may also struggle to learn due to diverse abilities and backgrounds, differing cultural and linguistic backgrounds, and other factors that affect perception, executive function, and engagement. Even learners who are identified as “average” or “gifted” may not have their learning needs met due to poor curricular design.

For that reason, the Higher Education Opportunity Act of 2008 sets a higher standard, calling for instructional environments -- including materials, teaching methods, and assessments -- based on Universal Design for Learning, or UDL. HEOA defines UDL as follows:

(24) UNIVERSAL DESIGN FOR LEARNING.The term "universal design for learning" means a scientifically valid framework for guiding educational practice that-

(A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and

(B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.

The UDL framework and principles (see graphic) helps address learner variability by shaping the design of flexible goals, methods, materials, and assessments that empower educators to meet varied needs. The options for accomplishing this are varied and robust enough to provide effective instruction to all learners. Curricula that is created using UDL is designed from the outset to meet the needs of all learners, making costly, time-consuming, and after-the-fact changes unnecessary.

The UDL Guidelines (2012), whose foundation includes over 800 peer reviewed research articles, provide benchmarks which guide educators in the development and implementation of UDL curriculum. These Guidelines (see graphic below) serve as a tool with which to critique and minimize barriers inherent in curriculum as educators aim to increase opportunities to learn. For example, many students struggle with executive functioning skills such as planning, organizing and monitoring their progress while learning. For this reason, guideline 6 recommends providing options for executive functions such as supports for setting goals and note taking guides.

Resources

Websites:National Center for Universal Design for Learning

UDL Guidelines UDL Guidelines graphic organizerDownload of full-text of UDL Guidelines

UDL On Campus

Video:UDL Principles in Action: Examples in Practice

Books:

Universal Design for Learning: Theory and Practice by Meyer, Rose, & Gordon (CAST, Inc., 2013). http://udltheorypractice.cast.org (free registration required).

Articles:Rose, D. H., Harbour, W. S., Johnston, C. S., Daley, S. G., & Abarbanell, L. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19 (2), 17 .

Smith, F.G. (2012) Analyzing a college course that adheres to the Universal Design for Learning (UDL) framework. Journal of the Scholarship of Teaching and Learning, 12 (3), 31–61 .