Universal Design for Learning: A Path for All Learners
An interview with Karen Coffey, Centre for Students with Disabilities
Written by Louisa Lambregts, Learning and Teaching Services
Design has profoundly changed how we interact with our physical world. Evolving design standards has made navigating our personal lives much easier for everyone.
Karen Coffey, a counsellor with the Centre for Students with Disabilities, gave me this example to consider:
Think about the simple curb cutaway.
Without this basic sidewalk element, disabled individuals in wheelchairs and scooters were limited in where they could go.
Now, we see curb cutaways everywhere.
And they benefit not only the disabled but also parents with baby strollers, the elderly, people pulling luggage and pushing shopping carts.
Universal Design for Learning
Are there curb cutaway equivalents for learning?
Accessibility standards do exist related to the presentation of information.
For example, Karen described the City of Ottawa web site as an exemplar of accessible digital publishing. It gives readers choice in terms of how to view information.
City of Ottawa web site: www.ottawa.ca/index_en.html
However, learning that is accessible to everyone goes beyond flexible presentation of textual information.
Three Universal Design for Learning (UDL) Principles
During her Universal Design for Learning lunch and learn session, Karen described three fundamental principles for designing curriculum that reaches the widest possible range of needs.
It should allow for multiple means of:
1) Representation to give learners various ways of acquiring information and knowledge,
2) Expression to provide learners alternatives for demonstrating what they know,
3) Engagement to tap into learners' interests, offer appropriate challenges, and increase motivation.
The UDL approach, developed by CAST, "provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences."
(from the CAST (Center for Applied Special Technology)
web site: www.cast.org/research/udl)
The approach is based on brain research conducted by CAST where they have identified three primary networks:
1) Recognition
The "what" of learning. Gathering facts and information. How the brain identifies and categorizes what we see, hear, and read. Examples of tasks include identifying letters, words, or an author's writing style.
2) Strategic
The "how" of learning. Planning and performing tasks. How we organize and express our ideas. Examples of tasks include writing an essay or solving a math problem.
3) Affective Networks
The "why" of learning specifically related to emotion. The means by which students are engaged and motivated to learn. The affective dimensions relating to the emotional connection with learning such as how interest is piqued or how students are challenged.
"It Makes Business Sense"
Society is diverse in terms of culture, age, technical literacy and experience within the education system. An average classroom is comprised of learners with various levels of preparedness and entry-level skills including technology and English.
It stands to reason, according to Karen, that educational institutions offering flexibility and diversity in the way in which students experience learning may attract more students.
How Difficult Would It Be to Apply UDL to Courses ?
Many teachers already incorporate UDL principles within their courses.
The key to incorporating UDL within curriculum, according to Karen, is to provide options for representing, expressing, and experiencing learning content.
A mature student, for instance, may be more comfortable with demonstrating their learning though a traditional assignment like an essay. Younger students who enjoy technology may prefer to complete a multimedia presentation.
Portfolio projects in which students can choose either a traditional paper-based or digital format is another example.
Multimedia presents greater possibilities for students with diverse needs to experience learning and demonstrate that they have met program learning outcomes.
Additional Resources
For further information about Universal Design for Learning, visit the following web sites:
CAST (Center for Applied Special Technology) About Universal Design
www.cast.org/research/udl
Teaching Every Student in the Digital Age: Universal Design for Learning
by David H. Rose & Anne Meyer with Nicole Strangman and Gabrielle Rappolt.
An e-book that can also be purchased in print format.
www.cast.org/teachingeverystudent/
Upcoming Workshop at Algonquin College about UDL
Centre for Students with Disabilities Lunch & Learn Workshop:
Universal Design for Learning…..Teaching Every Student in the Digital Age
March 27
1:00 pm - to 2:00 pm
To Register: visit www.algonquincollege.com/employee-pd/workshops.html
(Click on View all available Professional Development and Training Activities. Then click on: CSD Lunch and Learn Program 2008)
For questions related to incorporating Universal Learning Design within your program curriculum or courses, contact:
Karen Coffey, Centre for Students with Disabilities
Karen Coffey; X-5058