Much has been written about Universal Design for Learning (UDL) and the benefits for a broad range of students. The concept is based on teaching methods that allow for different ways of learning. Some students are visual, some like discussion, some like an enthusiastic lecturer and written material. But rarely to we get student insights into teaching methods.
Using video is one way to engage learners whether they be new students or teachers wanting to improve their skills. The video below is from Ireland where 11 higher education students answer four questions:
What kind of learner are you and how do you learn best?
What do they think of the standard lecture format and how do they prefer to be taught?
We asked them about the traditional exam format and what types of assessment worked for them.
What is one piece of advice you can give to academics to help them improve their teaching and learning practice?
People have different ways of learning and cultural background can influence a person’s approach to learning. Universal Design for Learning (UDL) is usually associated with school children with learning difficulties. But it is much more than this. Difficulties with learning can also be attributed to teaching methods. Consequently, we need universal design for learning and teaching.
“UDL is an approach that incorporates a variety of options to allow it to be accessible and inclusive to diverse groups of students possessing a wide variety of learning needs and preferences”.
Merry discusses both cultural differences and disability and lists the three pillars of UDL. The aim of UDL is to create expert learners who are motivated and goal-orientated. Merry proposes a Cheese Sandwich analogy.
The Cheese Sandwich
Merry created the Cheese Sandwich approach to supporting learning. It is a process “that helps students to become expert learners by supporting their mastery over each of the cognitive skills in Bloom’s Taxonomy (1968).”
The cheese is the contact time with teachers and the slices of bread are the times spent learning independently. Teacher contact time includes peer support and application of higher order skills and collaborative learning.
In the slices of bread time, students consolidate their knowledge and understanding.
Merry explains that UDL was initially focused on classroom-based practice where modifications were made to existing methods. But there is a case for creating universal teaching, not just learning. His article goes on to explain the CUTLAS approach. CUTLAS is Creating Universal Teaching, Learning and Assessment Strategies and the article describes this in some detail.
This website has a section on Universal Design for Learning, and Lizzie’s UDL File has practical ideas. Lizzie provides the basics of the three pillars in the video below.
Universal design for learning (UDL) has three pillars: multiple means of representation, action and expression, and engagement. Previous posts have explained these in more detail. But how does that work out in practice? It’s one thing to talk and read about it. It’s another to actually incorporate UDL into the curriculum. An article in the Learning Innovation Exchange spells it out.
Christina Galliou has devised a checklist based on the three pillars. She links usual practice to alternatives with particular relevance to online learning. Many of the alternatives are easy to achieve such as providing documents in Word format as well as PDF.
Multiple means of representation:
Usual practice
Alternatives
audios
transcripts and visuals
file types for editing
provide Word versions
information in one language
tools for vocabulary, dictionaries
limited supply of background knowledge
concept maps to make connections, bridge concepts
Multiple means of action and expression:
Usual practice
use assistive technologies
Alternatives
alternative keyboards, voice control, text to speech (vice versa)
use multiple media
text, audio, graphics, videos, interactive web tools
provide support in learning strategy development
prompts, guides, checklists, planning templates
customised feedback
progress charts, hints and cues
flexible assessment, self assessment strategies
review, peer feedback, role playing, checklists, rubrics
Multiple means of engagement:
Usual practice
Alternatives
purpose of lesson is clear to learner
provide learning objectives
capture learner interest
relevant material, real world examples
foster self-regulation
rubrics, checklists, reflection
maintain effort and persistence
scaffolds, group work, differentiated degree of difficulty in activities.
People have worked and studied from home for several years. It is not a new concept, but it has evolved. e-commerce has become online shopping, and e-learning has become online learning. Living life online during COVID times has become the new normal. It’s likely that online learning will continue to evolve and that means open education resources need to keep up.
Most people were not taught digital accessibility in school. Consequently, it likely it comes as an afterthought to designing open education resources. Similarly to a building, it takes far more effort to make it accessible after it is built. This point is made by Josie Gray from BCcampus in Canada.
Gray’s presentation slides and speaking notes explains how to create inclusive open education resources (OER). First she takes you through the basics of UDL and some digital information. Subsequent slides explain the best ways to make links, data tables, audio, and video. Colour contrast, images, text descriptions and displaying image captions are also covered.
The last part of the presentation discusses the “average” student, social model of disability, and other factors affecting accessibility. This is a useful document for anyone producing online educational material.
As these are speaking notes together with presentation slides, it makes for easy reading and understanding. A good example of document presentation style for others to follow.
Teachers who have embraced UDL are great advocates for the process of designing learning programs that include diverse learners. However, not all teachers like the ideas – resistance to change being a major factor. This was one of the findings from research on teachers’ perceptions of UDL (Universal Design for Learning).
Perceptions are unlikely to change by mandating instructional changes and consequently other methods need to be found. That is one of the findings from a research project on UDL.
Students benefit socially, emotionally and academically with UDL. However, the successful implementation of UDL is based on teachers’ perceptions. Consequently, promoting equitable instruction requires a positive perception of the UDL model.
Teachers need to see evidence of student success. Real systemic change requires time for teachers to properly learn and implement UDL strategies. That includes professional collaboration, and peer and administrative support.
This qualitative case study was designed to understand teachers’ knowledge and perceptions of UDL. It was designed to identify the barriers to implementation and how to overcome them.
Participants were teachers who had implemented UDL from a public charter school serving only students in Grades 3-11 with low incidence disabilities. Twenty participated in an online survey, seven participated in an individual interview, and three participated in a group interview. Data were coded and analyzed for common themes.
Participants expressed resistance to change, negative impressions of UDL, and disability bias.
Recommendations for administrators included strategies for implementation of UDL, periodic collection of teachers’ perceptions of UDL for formative purposes, modeling UDL for teachers, monitoring teachers’ lesson plans, and classroom observations.
This study contributes to social change by identifying teachers’ perceptions of their own knowledge, needs, and barriers to implementation of UDL in order assist administrators in effectively preparing them for delivery of instructional services to enhance learning for all diverse and struggling students.
Is Universal Design for Learning (UDL) gaining momentum? Answer – it looks like it. UDL has been around for some time, but not all educators have the opportunity to develop UDL skills. A UDL approach values diversity and supports all students to learn.
The NSW Education Department has a UDL planning toolfor educators. It covers the basics and has links to other resources and videos. It mentions obligations under the Disability Standards for Education. However, UDL is for all learners – they are just good teaching and learning strategies. However, it is unknown how widespread UDL practice is in Australia.
The University of New South Wales has additional resources for higher education. Most resources link to CAST whose work is considered the gold standard in UDL. While these resources focus on school and university education, it is also applicable to continuing professional education and staff training.
The Centre for Excellence in Universal Design has been promoting UDL for more than ten years. It has strong links to the School of Education at Trinity College Dublin. This has lead to UDL gains in higher education. But they wanted to find out if UDL is gaining momentum in school education.
They found that curriculum development is shifting towards a UDL framework in Irish schools. It was most established in the middle years, and increasing in primary years. Teachers who engaged in professional UDL learning were more likely to embed UDL into practice. However, learning opportunities for UDL are limited. This lack is not a personal teacher one – there is a lack of policy support.
Responding to student diversity has become a key policy priority in education systems around the world. In addition to international and national institutional policies, major changes are underway in instructional practices and pedagogy in many national contexts. Universal Design for Learning (UDL) has become a key pedagogical approach used in education systems which seek to promote inclusive and equitable education in response to student diversity.
Despite Ireland’s policy commitment to inclusive education, UDL has been traditionally focused on the higher education sector with little discussion about the role UDL can play at primary and second-level education to achieve inclusion. Furthermore, there has been no research to date on the extent to which education policy reforms are introducing part, or all, of the aspects of the UDL framework.
The purpose of this paper is to examine the extent to which UDL is gaining momentum in Irish primary and second-level education through an analysis of curriculum policy. This paper examines the development and evolution of UDL in Irish education policy over the past decade by exploring the use of UDL in national educational curriculum frameworks.
The paper highlights how UDL is slowly and implicitly emerging in education policy at a national level but suggests further momentum could be gained from its inclusion in Initial Teacher Education (ITE) and professional development programmes.
By exploring the development of UDL within existing policy contexts, the paper argues for a more explicit commitment to UDL as part of ongoing curriculum reform at the primary level, the review of Senior Cycle, and Ireland’s broader inclusive education agenda
Reducing cognitive load means reducing the mental effort required to do something. Making designs easy to use and understand is part of the solution. Whether it’s digital information or walking the street, we can all do with some help by reducing cognitive load so we can process the important messages.
Jon Yablonski developed seven design principles for reducing cognitive load in relation to user interfaces in the digital world. But these are useful tips for other fields of design. The seven principles make a lot of sense and are explained simply. The principles are:
Avoid unnecessary elements: less is more
Leverage common design patterns: keep things familiar
Eliminate unnecessary tasks: make it easy to stay focused
Minimize choices for easy decision making
Display choices as a group: to help with decisions
Strive for readability: make it legible
Use iconography with caution: they aren’t always intuitive
Yablonski’s website explains further the concept of cognitive load. Every time you visit a website or a new environment your brain has learn something new. You have to do two things at once – focus on learning how to get around and at the same time, remember why you are there. The mental effort required is called cognitive load. If you get more information than you can handle, the brain slows down. We can’t avoid cognitive load, but designers can help minimise it.
Academic Coaching for Post Secondary Students
Would academic coaching help post secondary students with disabilities achieve their education goals? That was the question for a pilot study. Not surprisingly, the coaching helped. Improved self esteem and confidence helped the students achieve degrees in STEM subjects. The key component of academic coaching for students was helping students with their executive functioning.
The title of the article is, Academic Coaching: Outcomes from a Pilot Group of Postsecondary STEM Students with Disabilities.
Abstract: Faced with poor retention and graduation rates for students with disabilities, postsecondary institutions have experimented with interventions to help students succeed in college. This practice brief describes a pilot initiative in which 41 students with disabilities pursuing science, technology, engineering, and mathematics (STEM) degrees at three postsecondary institutions engaged in weekly academic coaching sessions primarily aimed at improving students’ executive functioning.
Data collected through an online survey of participants at the end of the initiative suggests that the academic coaching services increased their self-confidence, motivation, and determination to succeed. Participants reported that they gained skills in time management, studying, note taking, organization, prioritization, writing, self-advocacy, and stress management as a result of the academic coaching. Although literature regarding academic coaching and students with disabilities has often focused on students with LD or ADHD, results of the pilot initiative suggest that students with a variety of disabilities can benefit from coaching relationships.
Special arrangements for university students who identify as having a disability is not an inclusive response. Hence many will try to manage without the assistance available to them. But taking a Universal Design for Learning (UDL) approach can provide both assistance and inclusion. A thoughtful article by Bethan Collins provides an occupational therapist’s view of UDL and the benefits for all.
Collins writes from her experience as a disability officer with a university. Students struggle for a variety of reasons such an inaccessibility of classrooms and reading material. The social aspects are essential for group work and discussion sessions but often disregarded. And of course, if one aspect of learning is a struggle it reflects on other aspects.
Occupational therapists understand the importance of meaningful activity, not just doing the task. Collins makes the point that the three tenets of UDL are a good start, but the importance of the activities around learning are not discussed.
UDL fits well with occupational therapy philosophy. Each client is treated as an individual with personal goals. Choice in how to do something is key.
As a disabled student, occupational therapist and lecturer, Collins concludes with,
“… that there is a very important place for an inclusive curriculum (based on UDL) and also that we, occupational therapists, are in an excellent position to promote this approach.
Interoception is an internal sensory system where you notice physical and emotional cues. Most people develop this system and gain awareness of their internal cues as they grow up. But not everyone does. Dr Emma Goodall’s workshop, Interoception: A universal design approach, enlightened us and linked it to universal design in learning (UDL).
Emma explained how poor awareness or misinterpretation of our internal body state, like feeling thirsty or hot, makes it difficult to regulate our emotions and behaviour. Then she took us through some interoception activities so that we were all able to notice our own bodies.
After understanding the theory and having a practice, we were able to consider interoception in our own lives and apply it in other settings. It is particularly useful for teachers of school children who have difficulty learning. Emma explained how students and teachers are more engaged at school and there are fewer suspensions and exclusions.
Emma made the point that when children and young people have not yet developed interoception skills they will struggle with their emotions and with social interactions. Even just being around others may be difficult for them to manage. This will, of course, affect their ability to learn in and out of school.
Presentation slides and paper
The slides from Emma’s presentation give an overview of interoception and how it applies to children and young people. The title of her presentation is,Interoception as a universal design for learning strategy to support well-being and engagement in learning in education for all children and young people.
There is more in Emma’s published paperwhere she explains how educators, families and other professionals can implement interoception activities. Other contexts where it is useful is the justice system, mental health and aged care.
Access to information during the COVID-19 pandemic became even more problematic for some users as everything went online. So what can UD, UDL and Accessibility do to help to combat ableism?
An articleby John L. O’Neill discusses Universal Design, Universal Design for Learning and Inclusive Design. In this context, the concept of Inclusive Design has a focus on the digital world. He covers the history of each, much of which will be known to UD followers. O’Neill argues that all three can be combined in innovative ways to ensure access to information. This is logical because each has the same goal – inclusion. He uses a case study where he merges the UD principle of perceptible information, the tenet of multiple means of representation from UDL, and adaptive systems from Inclusive Design. This perspective is given the title of “Abilities Design”.
O’Neill claims ableism underpins barriers and that undoing ableism is not a form of charity. Legislation that requires access and accessibility does little to change ableist attitudes.
The title of the articleis, Accessibility for All Abilities: How Universal Design, Universal Design for Learning, and Inclusive Design Combat Inaccessibility and Ableism.
Editor’s Note: I am not sure that inventing another design category based on inclusion takes us any further forward. However, it is an example of how designers new to inclusive concepts can use existing frameworks to help their design process.
From the Abstract
Discussions about accessibility surged at the start of the COVID-19 pandemic as people became more dependent on accessing information from the web. This article will explore different disability models to understand the oppression of people with disabilities. It will examine how the different principles and methods of Universal Design, Universal Design for Learning, and Inclusive Design can be combined in innovative ways to ensure that all citizens have access to information without barriers.