Category: UDL Universal Design for Learning

Seems you don’t have to know about UDL (Universal Design for Learning) in order to practice it. A study in the USA found that many instructors were applying UDL concepts without having actually heard of it. They call it serendipitous because it is accidentally beneficial.

Instructors in higher education are often content matter experts but not trained in instructional design or inclusive practices. However, the researchers found that instructors were serendipitously implementing UDL without full knowledge of the framework.

The authors argue that this contradicts the belief that courses must be intentionally designed using UDL. They say this is explained with ‘sensemaking bridges’ of divergent viewpoints. This allows scholars to uphold both positions as well as supporting practitioners.

UDL and CAST

In the 1990s the nonprofit organisation CAST developed the UDL framework to account for learner diversity and variability. The three pillars are about multiple means of representation, action and expression, and engagement. The framework is one strategy that helps institutions carry out their commitment to accessibility.

To find out more about UDL, go to the Universal Design for Learning section of this website.

The title of the paper is, Signs of Serendipitous Universal Design for Learning in Online Courses.

From the abstract

Instructors in higher education are oftentimes content matter experts, but they may not have received training on instructional design or inclusive practices. However, instructors may serendipitously implement aspects of UDL without full knowledge of the framework.

This qualitative study used sensemaking theory to explore interview data from 33 online instructors with ten or more years of experience in online education.

First, analysis indicated that instructors used aspects of all three principles of UDL when designing and teaching their courses. Second, analysis found aspects of sensemaking—Noticing, Bracketing, Labeling, and Acting.

We suggest that sensemaking explains how instructors might incorporate parts of UDL into their course design without knowing about the framework. Further, we suggest that sensemaking could ease instructor transitions from serendipitously implementing strategies aligned with UDL to deliberately designing a course using a robust understanding of UDL as a framework.

Universal design, as a general concept across all aspects of design isn’t always connected to universal design for learning (UDL). The ‘average’ learner is a myth. Together, the learners previously labelled as in the minority are collectively the majority. That’s why we need to join the dots between universal design and UDL.

An opinion piece by Tracy Galvin discusses the role universal design and UDL in tertiary education. With financial pressures across the education sector globally, the answers aren’t simple. The focus is on profit making, the reduction in government funding and the shift toward competition, marketisation and privatisation of education. That means learners have become consumers.

Learners who cannot readily consume market model education services are more likely to be left out. However, inclusive education is a basic human right that aligns with the sustainable development goals. The updated CAST UDL Guidelines attempt to address critical barriers rooted in biases and systems of exclusion.

UDL Guidelines 3.0

Key themes in the CAST 2024 update are:

This opinion piece aims to frame the changing nature of tertiary education by advocating a shared unified inclusive approach through a UD/UDL lens. Learning environments, staff development, structures, processes and technologies need an inclusive practice lens.

There will always be structural societal factors at play, but there’s an opportunity to move towards a shift to find a balance. The paradigms of capitalism and privatisation continue to dominate. A universal design approach can mitigate those extremes and bring them closer to a social model of education.

The title is, The two ends of the tertiary education spectrum: Can universal design and universal design for learning provide a unified enhancement approach across the sector?

From the abstract

Across institutions there are many inclusion allies, advocates, initiatives, strategies, policies and professional development supports. So why are so many learners leaving courses, not engaging, not attending and not seeing the value of education?

Is it the pendulum shift toward marketisation, commercialisation and privatisation? Learners are not seeing institutions as spaces and places of equity and justice any more. Do they see factories where money needs to cross hands? Where on this spectrum is the balance for enhancement? Could universal design and universal design for learning be at least the starting point?

The diversity of learners is due to international students, refugees, asylum seekers, neurodivergent learners, carers, and disabled learners. We know this variability exists with the increase in learners registered with the disability or wellbeing services.
While variability and diversity should be celebrated it requires adequate resources and funding.

The concept of Universal Design for Learning (UDL) has been around for a long time. UDL is not a special type of teaching method for certain groups. The principles are applicable to teaching and learning across schools, universities and workplace training. A group in Ireland has devised a university-for-all toolkit to show how to do it. 

The Toolkit is designed for university leaders, faculty members, and professional and administrative staff. By moving the focus away from deficits, universal design shifts the focus to proactive inclusive design.

The aim of the guide is to show how Universal Design for Learning can transform institutions into inclusive learning places. Using examples of good practice from both national and international institutions, it brings together universal design expertise from around the world.

The Toolkit includes self assessment activities and case studies. It covers institutional foundations such as leadership, approaches to access and inclusion and strategic planning. The four pillars of universal design for learning in higher education are explained in detail. Briefly they are: 

1. Learning, teaching and assessment, curriculum review.
2. Student supports, services and social engagement, library services
3. Physical campus and built environment, challenges and solutions
4. Digital environment, websites, social media platforms

The title of the publication is, Unlocking Inclusion: Toolkit for Universal Design in Higher Education. 

Additional information about the online training program and how to make the training and the toolkit suited for other nations.

The 2 minute video below provides an overview of the purpose of the Toolkit. 

 

Claire O’Neill from the University College of Cork uses the UN Sustainable Development Goals to underpin her work on the ENGAGE Programme. SDG Goal 4 is about inclusive and equitable education to promote lifelong learning. She explains how she used it to design the Programme for neurodivergent adult learners.

Image from the Engage Programme in the AHEAD journal.

The 4 Pillars of Neurodiversity

Neurodiversity occurs naturally. No neurotype is better than another. Neurodiversity operates like other dimensions of equality and diversity. There is a collective value and strength in diversity.

The Programme is influenced by the three principles of Universal Design for Learning (UDL). Briefly, they are about providing multiple means of engagement, representation, and expression. In essence, the why, what and how of learning that motivates learners and gives them access to knowledge.

The ENGAGE is an acronym for each workshop within the programme’s framework and builds on the UDL concepts. The programme was developed with autistic adults and the Thriving Autistic and Galway Autism Partnership. The aim is to be a safe, inclusive and equitable way for neurodivergent adults to learn.

Participants were highly satisfied with the programme because of the neurodiversity-affirmative approach and the spirit of collaboration. They also appreciated the online environment and spirit of co-operation.

The title of the article is, The ENGAGE Programme – Creating an Online Inclusive and Equitable Learning Environment for Neurodivergent Adults. It is published by the AHEAD journal.

Higher education: digital equity and autism

Beware the diagnosis – it leads to stereotypes and misplaced assumptions. This was one of the findings from a research project at Griffith University on digital equity. A common assumption is that people with autism find it difficult or stressful in social situations. For example, university discussion groups and making presentations. An assumption that follows is online learning would be their preferred learning method. Turns out this is not the case.

Digital equity for everyone

All students had difficulty with online content for three key reasons:

1. 1. Students had problems identifying which parts of the online content were most important.
   2. They needed clarification of content by instructors to aid their online learning
   3. Students found it helpful when the instructor communicated links between content across the weeks or modules. 

So, the diagnosis is not the person. The research paper includes a literature review and a survey of students who identified as having autism. It has much useful information regarding the design of teaching and learning. The major point is that what’s good for students with autism is good for everyone. 

The title of the study is, “Online learning for university students on the autism spectrum: A systematic review and questionnaire study”. It was published in the Australasian Journal of Educational Technology – special issue: Digital Equity. It’s open access.

From the abstract

Online course delivery must consider the equity of the learning experience for all students. Online delivery may reduce challenges and stressors present in face-to-face delivery and promote student learning for specific student groups including autism. However, the experience of learning online for autistic students is largely unknown.

Findings from two studies identified that the online environment provided both facilitators of and barriers to the learning experience for autistic students. The way design factors are employed in online delivery can create barriers to the learning experience.   

Inclusive practice in higher education

The 2016 Journal of Inclusive Practice in Further and Higher Education includes papers from the International Conference. All articles include the concept of universal design in learning with a focus on neurodiversity.  It covers methods and research in higher education and transition to work.

Contributions to this journal encourage emancipatory methods with neurodiverse people, particularly involving their personal experiences.  The Journal is published in Word format making it widely accessible.

The papers cover a diversity of topics such as academic access for diverse learners, thinking and practicing differently, experiences of staff, links between perceptual talent and dyslexia, and modification of exam papers. 

Study tips for neurodiverse students

The amount of study work required can be a bit of a shock for some students. So, it’s important to develop study habits and techniques that match their working styles. 40 Study Tips for Neurodiverse Students lists different techniques for students to try out. Studocu is an online resource for university and college students to help them with their study techniques. It provides free study notes for courses which are provided by the student community.

Accessibility statements are appearing in the tourism sector, so is it time to have accessibility statements for schools and universities? Well, why not ask staff and students? That’s just what two educational researchers did in the UK.

The research on the accessibility statements was carried out at the University of Birmingham.

Captioning videos turned out to be a problem for staff because the microphones didn’t always work in the lecture rooms. This led to a lot of time being spent on re-doing captions. Some staff preferred to wait until they were asked for special interventions rather than do them automatically. However, the aim should be to remove barriers before someone finds them.

Students were given the opportunity to comment on the accessibility statements as they were being devised. However, no comments were received. Once published they were circulated by email and received positive comments. Many thought it was good for the school to provide these and that they were well thought out and clear. Some students felt the same as some staff – wait until someone needs the extra access features.

The researchers countered the reactive approach by saying that in the long run, making everything accessible saves time and prevents barriers and negative attitudes. As other research has shown, not everyone is keen to disclose a hidden disability. This is in line with the Principles of Universal Design for Learning (UDL).

From the conclusions

“Creating School-level statements allows a Department to demonstrate how accessibility is embedded in their teaching philosophy. Over time, this willingness to be demonstrably open and to proactively address differences among students can hopefully boost student recruitment.

“We found that misunderstandings still exist and they tend to weaken efforts to enhance accessibility in teaching and learning. For instance, some staff believe that accessibility only concerns individuals with specific learning needs. Or that student concerns should only
be acted upon when they request support or particular adjustments.

Next steps involve focusing on raising awareness of accessibility statements across the School communities and providing extra staff training.

An easy to read paper that highlights the need for accessibility statements as a given rather than an exception across all educational institutions. The title of the paper is, Example of practice: Accessibility statements for inclusive education.

From the abstract

This paper provides an example of practice that outlines the benefits and challenges of creating School or Department level accessibility statements. Like all methods of improving accessibility, there is no one-size-fits-all statement. Through demonstrating one possibility, we show how to create an accessibility statement.

The discussion is informed by the results of a staff and student evaluation of accessibility statements issued by two Schools at the University of Birmingham. These Schools issued accessibility statements to show their commitment to accessibility. They created open dialogue around students’ varying requirements, and explained the accessibility features/limitations of their teaching and learning resources.

Universal Design for Learning (UDL) is a well established concept, but implementation remains at the edges of teaching. A large body of literature researching how to do it is useful but many education systems still treat it as “special” learning especially in schools. But there is some movement on UDL at The University of Sydney.

There seems to be a little more progress for UDL in higher education where students are adults rather than children. The right to an education becomes more evident at this level and UDL is a good way to create inclusive leaning for everyone. But it does require a change in mindset.

The Australian Disability Clearinghouse on Education and Training (ADCET) is a good resource for the tertiary education sector. Their one hour webinar on implementing UDL at The University of Sydney tells an interesting story.

Presenter, Sarah Humphreys, introduces the significance of UDL and how she established a pilot project in 2021 at the University of Sydney. The pilot, “Designing for Diversity” focused on one academic and one unit of study. Part of the process was developing relationships with stakeholders to find a common language to support a shift in mindset.

Sarah Humphries provides examples of the evaluation processes to illustrate how the iterative process worked and generated resources. The UDL is still in its early phase because the focus is not to prescribe or standardise how UDL is used. It is more about a cultural change over time.

The title of the ADCET webinar is, Implementing Universal Design for Learning at the University of Sydney – Lessons Learned and Scaling Strategies. It is available on the ADCET website or on YouTube below.