For anyone who has not encountered the term Universal Design for Learning, this is an instructive 4 minute video. It links the concepts of an inclusive built environment with inclusive learning programs and practices. Good for teachers, trainers, lecturers and anyone interested in inclusive practice. There are three key aspects to UDL:
Multiple means of representation to give learners various ways of acquiring information and knowledge,
Multiple means of expression to provide learners alternatives for demonstrating what they know, and
Multiple means of engagement to tap into learners’ interests, challenge them appropriately, and motivate them to learn
The concept of universal design is not the sole responsibility of people who consider themselves a designer. Universal design and inclusive practice involves everyone regardless whether they are a trained designer, a policy writer, an academic, a dancer or a carpenter. It’s difficult enough to appeal to trained designers to think inclusion throughout their design process, let alone getting non-designers on board with this concept. A group in China is looking at ways to reach out to non-designers for a cross-disciplinary approach to universal design education. Their paper, A Strategy on Introducing Inclusive Design Philosophy to Non-design Background Undergraduates, focuses on how to integrate design in what they term, crossover education, with non-design students. You will need institutional access to SpringerLink for a free read. If not, try the Google Books linkfor a few more pages.
Abstract: Focusing on how to integrating design into crossover-education, which is a controversial topic in china’s education. And in china, all china’s colleges and universities are trying their best to set up crossover education. Cause firstly they all think that it is vital important for the college students to broaden their horizon, secondly, more and more projects need diverse and professional genius to cooperate to be finished. They need to know the design thinking. But the problem is coming, differing from design-major background students, how to make design curriculum transforming a better and easier way to accept and assimilate by the other background students. How to cultivate the design thinking in crossover education, I think, which is the most things we as educator need to concentrate. This paper focuses on how to introduce inclusive design philosophy to non-design background undergraduates. This is one of the parts of a research project “Applied universities’ design education reform and practice based on the principle of inclusive design” supported by the Shanghai Education Science Research Program (Grant No. C17067).
Going out of your way to find a solution for one group of people doesn’t always work. That’s what they found when they tried to find the best solutions for helping people with dyslexia. It turned out that the best solutions were those that made reading easier for everyone – the universal design approach. The special reading and writing solutions set them apart and made people “feel stupid”. The conclusion of this study therefore advises that it is better to work within the universal design paradigm than try to develop separate materials for people with dyslexia. The title of the paper is, “I’m not Stupid” – Attitudes Towards Adaptation Among People with Dyslexia. It is available from SpringerLink but you will need institutional access for a free read. It is also a book chapter in International Conference on Human-Computer Interaction.
Abstract: A significant portion of the population have dyslexia, which is commonly associated with reading and writing difficulties. In the context of developing materials well-suited for users with reading disorders, one solution has been to develop materials especially targeted at dyslexic users. However, how are the attitudes among users with dyslexia towards adaptation? In this paper, we report the findings from qualitative interviews with 20 adults with dyslexia. The main finding was that they were sceptical towards adapted products, among others because it made them “feel stupid” and because the adapted format affected the reading experience negatively. In this paper we argue to instead work within the universal design paradigm, trying to develop products and services usable by all people, thus reducing the need for particular user groups to utilise “special solutions”.