Universal Design for Learning Archives

Marie Kondo and UDL – What’s the Connection?

You may well be wondering what Marie Kondo and Universal Design for Learning (UDL) have anything in common! Well, I could make an analogy about tidying up our teaching practice. Or, cleaning out old beliefs about UDL being for ‘Special Education’ only! But the analogy is that UDL and Marie Kondo are both about sparking something within us.

Carefully folded washing placed neatly into drawers. — Sparking joy: Neatly folded clothes in a chest of drawers.

This post explores Guideline 7 in the UDL framework. It relates to engaging learners. Specifically, the guideline is about recruiting the learner’s interest. Just as Marie Kondo implores us to value items that ‘spark joy’, in Guideline 7, the UDL Framework recommends working with students to ‘spark excitement and curiosity for learning’.

But how? Engagement is based around three checkpoints in the UDL Framework. The first is optimising individual choice and autonomy. This is about empowering learners to take charge of their own learning. Second is optimising relevance, value, and authenticity for learners to connect with learning to experiences that are meaningful. The last checkpoint is to minimise threats and distractions in order for students to feel safe and take risks in their learning.

In her book, Design and Deliver: Planning and Teaching Using Universal Design for Learning, Loui Lord Nelson dedicates a chapter to ‘Engagement.’ She links to the research in addition to providing examples of what the checkpoints look like in practice. To resonate with a range of educators, some examples are given for learning experiences with younger, middle years and then high school students.

There are more practical suggestions on reducing barriers to learning on the CUDA website.

Differentiated Instruction and UDL. What’s the Difference?

Schools work hard to meet the needs of their learners. There are various frameworks of inclusivity, which sometimes can be confused. So what is the difference between Differentiated Instruction (DI) and Universal Design for Learning (UDL)?

Inclusivity is not just for students with disabilities, but also for all students, educators, parents, families and community members. Inclusivity is an attitude or belief system that becomes embedded in policies, practices and processes. It needs to be nurtured in every educational setting.

The concept of inclusivity is embedded in global and national legislative obligations.

Australia signed the UN Convention on the Rights of Persons with Disabilities in 2008. Together with the Disability Discrimination Act and the Disability Standards for Education, schools have a legal obligation to provide inclusive practices that ensure full equality and protection for persons with disabilities, under the law.

So what’s the difference?

So how do teachers and schools work to meet these legal/moral/social obligations? All teachers know that DI, or “differentiation”, is expected to meet the individual needs of learners. But when UDL enters the pedagogical mix, how do they align?

UDL expert and author on the topic, Katie Novak, created a dinner party analogy to explain the difference. The illustration is that making individual meals for each guest is akin to DI. The host chooses what each guest will eat, despite individualising it for them. UDL, on the other hand, is a buffet. All diners have choice and the diner drives that choice.

The New Zealand Ministry of Education Guide, explains the two another way. It suggests that UDL is an “overarching approach focused on the inclusive design of the whole learning environment at the outset”. They state that DI, on the other hand, is a strategy that addresses “…each student’s individual levels of readiness, interest, and learning profiles”.

In the two minute video below, Katie Novak explains the dinner party analogy.

There are more practical suggestions on reducing barriers to learning on the CUDA website in Lizzie’s UDL File.

Online Learning Technologies and UDL

Students around the globe are learning online. How do we make the most of online learning technologies and UDL?

David Rose, Jenna Gravel, and Yvonne Domings explain that UDL goes beyond digital technologies. They discuss this on their question-and-answer on the CAST website. The team acknowledge that modern technology makes implementation and elaboration of UDL easier. Next, they remind us that the UDL principles are guides to successful teaching for all students. As such, educators apply the UDL principles with and without digital technology.

With students around the globe learning online, digital technologies in education have come to the fore. As a result, many resources and critiques of technologies have been shared. Find these on official education sites and social media.

A useful example is the ‘Resources’ section of the Australian Curriculum and Reporting Authority (ACARA) website. In addition, the Digital Technologies in Practice section contains a range of resources.

Without making direct links to UDL, there are many connections to the three UDL principles. One example is in the online information pamphlet called ‘A–Z Digital Technologies vocabulary F–6‘. For instance, this outlines the language of digital technologies, correlating directly with Checkpoint 2 in the UDL framework. Importantly, there are also new links to materials that may help you get a deeper understanding of the key ideas and key concepts of Digital Technologies.

In addition, if you are seeking a starting point for making a connection between online learning technologies and UDL, the article, ‘Making Your Classroom Smart: Universal Design for Learning and Technology’ by Carrie Anna Courtad provides a match between technology tools and each of the three main principles of UDL.

Finally, read more on ICT and UDL on our website.

Smart Classroom Design

When well implemented, the UDL framework and technology combine to assist in smart classroom design.

Universal Design for Learning (UDL) helps shape teaching and learning by focusing on flexibility. Making Your Classroom Smart: Universal Design for Learning and Technology discusses the three tenets of UDL. It then outlines how technology supports each of the areas to support smart classroom design.

The three tenets are Engagement, Representation, and Action and Expression. The framework recommends providing learners with multiple options for each principle. The Center for Applied Special Technology (CAST) provides the UDL framework and related resources.

The article presents a variety of technology tools to support student engagement. The tools allow for students to self-monitor, attend to their focus and offer cognitive training. Additionally, the author suggests programs that support scaffolding for learning or make the curriculum more accessible.

Technology that provides for multiple examples of the same concept makes print materials accessible, highlights critical elements, and provides graphics or pictures when illustrating concepts are some features recommended to support Representation.

Offering a variety of ways a student can express their knowledge, serves the goal of the Action and Expression component of the UDL framework. Assistive technologies promote opportunities for some students in this area. The report highlights other programmes that allow teachers to build in reflection, and present their knowledge and skills verbally, in writing, or orally. The report provides examples of the technology, their function and cost.

Smart classroom design relies on curricular goals and material designed in a UDL manner before instruction, never retrospectively. The combination of technology to support students’ learning should also include a concrete framework to assist in the well-considered design of technology into curriculum goals and teaching and learning.

There are more practical suggestions on reducing barriers to learning on the CUDA website.

UDL vs Special Ed: Is inclusive education achievable?

There are two points of view about universal design in learning (UDL). Some say it is the way to go, but others say it is not in the best interests of children. An article in the Irish Times presents both views. The National Council for Special Education supports the inclusive approach and cites the model developed in New Brunswick, Canada. Learning together helps create an inclusive society – it’s not just about education itself. Segregated children become segregated adults.

The general secretary of a Catholic schools association makes the case against inclusion and maintaining segregated learning situations. He points to some of the issues not addressed by proponents of the New Brunswick model. These appear to be more on the basis of a philosophy not being a teaching method.

The National Council for Special Education is looking at the issues closely. In their Policy Advice on Special Schools and Classes, they explain the background work they have done on this topic in preparation for their report to the UN in 2020. This is a good reference document for anyone wanting to know more about the UDL approach to school learning.

Incidentally, UDL in higher education is taking off. To an outsider, it is not clear why schools are not following suit. Both institutions are obligated under the UN Convention to establish inclusive education.

The Iris Times article is titled, Is Ireland at a Crossroads of Inclusive Education? An article of the same name can be found on EBSCO Information Services by the Irish Association of Teachers in Special Education.

Not sure what UDL is about? Have a look at CAST information – it is a leader in this field or go to their website for more. There are related posts on UDL in the UD for Learning section on the left hand menu of this site.

Videoconferencing: Zoom in to hear

Online communication is great for staying connected, but it is not kind to people with hearing loss. A great blog post gives some excellent tips that everyone should consider when using Zoom. You just don’t know who in your group is finding it difficult to hear.

There are two main issues: One is clarity of speech due to inadequate microphone, sitting too far away from the screen, background noise and/or the echo from the room (like the bathroom sound). The other is the delay between sound and vision so lip reading is impossible. And of course, talking across each other because of the transmission delay.

The blog post, Making the Most of Zoom, explains how the features can be used to best advantage for everyone to hear what’s going on. For example – how to change the video layout so that the active speaker is the largest view to make lip reading easier. Using the chat facility, lighting, muting when not speaking, and using the wave-hand function to get heard in turn. While this is focused on Zoom, many of the tips can be applied to other online apps and programs. There are links in the article to other resources and Zoom information.

You might also be interested in The Conversation article, How to help students with hearing impairment as courses move online.

Thinking UDL for all learning situations

Whether doing on-the-job training or giving a seminar presentation, we should all think about utilising the principles of universal design. Universal design for learning (UDL) isn’t just for schools and universities. The aim is to get the message across as clearly as possible – but our audiences are diverse. A resource that has a set of universally designed slides as well as the academic version in a paper is a refreshing change. The link to the resource begins with the slides about universal design and applying it to learning. Showing an example of a wordy slide and how to turn it into a slide with just key take home messages is very useful for anyone that makes presentations.

The academic paper covers the basic ground of UDL, which is familiar territory to experienced practitioners. The focus is on including people with disability rather than creating separate material. However, there will always be some people who will need separate or additional learning material. As with universal design in the built environment, all learners benefit regardless of the learning context. Good for anyone new to the topic.

The title of the academic article is, “Tips for Creating Inclusive and Accessible Instruction for Adult Learners: An Overview of Accessibility and Universal Design Methods for Adult Education Practitioners”.

Editor’s comment: I look forward to the day when all presenters take the time to create slides for learners instead of slides for their own teaching benefit. I shake my head when a speakers says of a slide, “oh I guess people can’t see that” and then goes on to explain it. They lose me at that point.

Creating videos for learning

Many teachers and instructors are making their own videos for their learners. With today’s technology it’s becoming easier. But how to make the videos universally designed for online learning? A paper from Ireland gives really practical advice from preparing videos to editing for universal design. It lists step by step activities for planning and preparation, script writing, filming and a detailed section on equipment. The key concepts for editing are also included.

Captioning used to be very expensive when done by outside contractors, but YouTube and Google have improved their technology and made it possible for do-it-yourself captioning. This is a big step forward and really no excuse for not doing it. We know that captioning helps many people to better understand content regardless of their level of hearing. It’s also handy when you can’t have the sound on or if it’s not in your first language.

In summary, videos allow educators to engage with students and prepare learners for practical sessions. Inaccurate or poorly designed videos can confuse and cause disengagement. Educators often lack time as well as training, but with the practical advice in this article, they can improve and thereby save time in the long run.

The title of the article is, Practical Recommendations on the Production of Video Teaching Resources.

Hearing loss makes it harder to remember

Shari Eberts explains in her blog article how people with hearing loss use most of their brain capacity to interpret sounds. Consequently there’s not much left over for remembering. This is particularly the case where there is a lot of background noise. In information situations, such as fire training, this is an important factor. Everyone will need to remember what to do. In learning situations it’s also a significant consideration.

This finding supports the case for instant captioning of live events and closed captioning in pre-filmed situations. The title of the blog article is, Does Hearing Loss Make it Harder to Remember Things?

Christianity and inclusive education

Supporting concepts of inclusion is one thing; putting it into practice is another. “The Challenge” is the title of a book chapter about including children with disability in Christian schools and giving them access to a Christian education. An interesting discussion about faith and inclusion using a case study to illustrate points. The discussion gives yet another voice to the inclusion discourse‍.

Abstract Christian educators advocate that faith and learning should be holistic and integral to Christian education, but is this available for all students? The inclusion of students with disabilities does not have a strong record of implementation within Christian Schools. This chapter briefly recounts the history that led to the legislation mandating inclusion, and discusses the very real issues that concern teachers and parents today. The question posed is: should children with disabilities be enrolled in Christian schools? Responding in the affirmative, nine research-based strategies are described in detail, which provide solutions to the challenges faced in inclusive classrooms. Children with disabilities are capable of learning; and in order to receive a holistic Christian education they need to be included in Christian schools.

“The Challenge”, written by Marion Shields, is a chapter in Revealing Jesus in the learning environment:Experiences of Christian educators. It is open access.

Learning Styles: Is it a myth?

The idea of learning styles is something many of us have encountered. But is there evidence to support the application of learning styles? Perhaps in the past it was helpful, but looking forward and using the principles of universal design in learning (UDL), perhaps not. Whether you are doing a webinar, an e-learning program or a scientific seminar it’s worth taking a moment to consider the differences in your audience. A paper from Andrea Antoniuk discusses many aspects of learning and how we can move forward with UDL and away from the traditional learning styles concept.

The title of the article is Learning Styles: Moving Forward from the Myth . In the conclusions Antoniuk says that there is no valid reliable tool to support learning styles. “Despite being debunked, learning styles remain a thriving industry throughout the world, as many books, research studies, education courses, and assessments maintain the concept of learning styles. As a growing number of teachers utilize evidence-based practices, learning styles are being replaced by universal approaches, community building, cognitive science, and motivational practices.”

Category: Universal Design for Learning

Marie Kondo and UDL – What’s the Connection?

Like this: