Teachers who have embraced UDL are great advocates for the process of designing learning programs that include struggling learners. However, not all teachers are amenable to the ideas – resistance to change being a major factor.
Mary E. Jordan Anstead from Walden University investigated the issues and presents them in her doctoral dissertation Teachers Perceptions of Barriers to Universal Design for Learning.
On page 64 she writes, “Research has shown that students at-risk benefit socially, emotionally, and academically from implementation of UDL. Yet, successful implementation and application of UDL are rooted in teachers’ perceptions. Educational reform that promotes the use of Universal Design for Learning on behalf of equitable instruction for all students requires a positive perception of the UDL model. Teachers need to see evidence of student success rather than being forced to implement the instructional model of the year. Real systemic change calls for work designs that permit teachers to learn, plan, and implement UDL strategies through means such as shared planning schedules to allow department or grade level collaboration, Professional Learning Communities (Hirsh, 2012), administrative modeling, peer modeling, and formal professional development.” She adds that perceptions are unlikely to change by mandating instructional changes and consequently other methods need to be found.
This video is a supplement to an academic paper by Rebecca King and is a good example of how to present research in a way that is congruent with the topic. Too many academics write for other academics and consequently their knowledge is rarely translated for others to use. Even if you are not interested in UD for learning, the short video is worth watching to see how creatively the information is presented.
The authors* of this chapter examine how to blend universal design (UD) with e-learning tools used by post-secondary faculty and with information and communication technologies (ICTs) used by students in traditional classroom, hybrid, and online courses. The focus is on how instructors can design and deliver their courses in an accessible way using e-learning. The authors conclude: “Considering UD when selecting and using e-learning materials in traditional, hybrid, and online courses can ensure an accessible learning experience for the diversity of students in today’s colleges and universities. Collaboration between the wide array of stakeholders is needed to design, implement, and support accessibility and usability. This includes the students, instructors, ICT vendors, institutional IT procurement specialists, and campus disability service providers.”
*In S. E. Burgstahler (Ed.), Universal design in higher education: From principles to practice (2nd ed.), pp. 275-284. Boston: Harvard Education Press.
Dowload the chapter here
Valerie Hunsinger is a school librarian. Her article is a thoughtful piece about equity in terms of access to knowledge and information, particularly in disadvantaged neighbourhoods. Some children have never been to a bookstore or bought a book, so the library is a very important part of their overall education. In talking about another librarian introducing UD she writes: “Everything from the layout and furniture to the shelves and technology was adapted to fit all learners. For a student born with shortened limbs, she found funding to buy a specialized wireless computer mouse, and her library’s flexible floor plan allowed this adaptive tool to be easily accommodated. Another student arrived with a back injury, and Aponte found funding to purchase a special chair. For students who have difficulties turning pages, Aponte purchased special board books that allow them to experience the feeling of reading. She truly shows how libraries can serve all learners.”
The Queensland Department of Vocational Education and Training has produced a useful checklist for anyone producing written materials or making presentations. The checklist covers all points that should be considered by everyone regardless of whether it is a casual talk with a small group, a flyer to promote an event, a lecture and learning materials for students, or a major conference presentation.
Universal Design Checklist Word Universal Design Checklist PDF
Entangled With Books: Two Moments In the Evolution of Accessibility and the Notion of Universal Design
This thesis from Canada is written by Shawn Graham who has muscular dystrophy. He tracks some of the history of the written word and compares old technologies with new technology, and discusses how progress allows students with disabilities to undertake post-secondary school education. It is a little wordy but the message is clear that the latest technology, such as Notational Velocity, make study possible and that improvements will continue.
Download the PDF here