Adediwura's View:
According to the article by CAST inc. on the Universal learning design, the concept of the universal learning design is to create "a curriculum with numerous built in features to meet the learning needs of a wide range of students, including those with disabilities and special talents." Within any group of students, there's a wide variety of learning styles and ability levels that using a rigid or set curriculum will not reach all the students. With that said, I believe all teachers should use the universal learning design for every lesson in order to improve learning for every student regardless of learning style or abilities. I think the fact that each child is different and that there's no "one size fits all" when it comes to education actually support why UDL should be used by all teachers. Because every child is different, using UDL, which varies instructional techniques to meet the needs of students with different learning styles, will enable every child to have equal access to the curriculum.
In my classroom, I find that a lot of my students don't immediately grasp a new concept the first time its taught. However, after showing that concept a different way; using graphic organizers,showing a video, using online resources etc, they start to make a connection and begin to grasp the concept.
Reference:
CAST. Universal Design for Learning. Retrieved from http://blackboard.pgcps.org/bbcswebdav/courses/tcpd_spec_ed_inclusion/Inclusion_HTML/Module%2009/images/udl_def_and_examples.pdf
Wynette's View:
Universal Design for Learning (UDL) is a framework for designing educational environments that enable all learners to gain knowledge, skills, and enthusiasm for learning. This is accomplished by simultaneously reducing barriers to the curriculum and providing rich supports for learning. (© CAST, 2007)
Based on the definition and described characteristics mentioned, it would be a definite YES! We all know that when we enter a classroom, we deal with diversity, varying educational needs and different learning styles of children with or without disabilities. An educator's main goal at the end of every lesson is always to make sure that each and every learner had a full grasp of the concept and skills being targeted. Universal design can really help the teacher meet that goal since despite the differences of individual students the materials and lessons can be used to benefit all students. Especially in an inclusion class, being the special educator I am tasked to assist and work with the children who have special needs but I usually present my lessons and materials to the whole class with the whole class benefiting from them. This also eliminates possible stigma of being singled out to use a certain material different from others. For our Pre-k students, the children without disabilities would feel that I am playing favorites if I focus on a certain child who gets to do all the fun stuff with me. For example, the consistent use of stringing bead/letters, shaving creams and sand for my children who have delays in their fine motor skills, I still let the other children use it even when they have excellent FM skills but use it to help them spell out basic CVC words. The use of technology like computer, interactive/interwrite boards also have the universal design since all our students can benefit from them when we can vary the activity according to their level. I also use a lot of picture symbols, visual schedules and sign language primarily for my students who have language and processing delays but the whole class benefited from all these. It kept everybody on task when they see the visual cues. The whole class learned to sign making it easier for them to remember letters and new vocabulary, we also use signs to transition or when they need to go to the bathroom or need help so we use it for classroom management. It is also important to consider differentiation of instruction when planning and executing lessons, if the Universal Design can be used to meet all the learners’ needs then that would be to a teacher’s great advantage for it involves less frustration, less pressure and more learning!
| According to my research Rose and Meyer (2000) emphasized Universal Design does not imply "one size fits all" but rather alternatives to suit many different people's needs... The essence is flexibility and the inclusion of alternatives to adapt to the myriad variations in learner needs, styles and preferences. (2000 p.4) As educators who want to ensure the success of our students in grasping concepts/lessons we need to consider alternatives with providing multiple ways to access information, catching students' interests to keep them engaged with the lessons and materials; availability of multiple methods so our students can interact with the new knowledge and skills they acquire. Reference: Russell, Michael, Thomas Hoffman, and Jennifer Higgins. "A Universally Designed Test Delivery System." Teaching Exceptional Children. 42.2 (2009): 6-12. Print. | |
Martina's View:
Anything that will allow a teacher to differentiate instruction and meet the needs of their learners is something that should be used as frequently as possible. That said, I imagine that it would take quite a while to plan and the get used to implementing every lesson using this format. Beginning by implementing the lessons in one subject area and then expanding to others may be a way to get yourself used to planning and working with UDL. If you are already differentiating instruction and modifying lessons, you are already implementing parts of UDL.The plight of teachers has always been to make much out of very little. I think the principles of UDL can be applied to the best of a person's ability with the materials they have on hand.
