Faculty are advised to start with where students ask the most questions, have the greatest challenges, or request the most support ( Tobin 2021). In implementing UDL, researchers suggest that faculty can try a “Plus One” approach, that provides one more way for a learning interaction to happen, rather than trying to adopt everything at once ( Tobin and Behling 2018). The guiding principles of Universal Design for Learning suggest that instructors are firm with the learning goals but create flexibility for diverse learners through multiplying the paths to achievement. If the learning experiences in higher education are “not designed to meet the needs of all students, without the need for adaptation, then our institutions, classrooms, our curriculum, and our teaching are disabling.” ( Novak and Bracken 2019).ĭeveloped by researchers at CAST, the UDL approach is not a checklist of strategies but has guiding principles that act as a “blueprint for creating instructional goals, assessments, and materials that work for the widest possible range of learners.” ( UDLonCampus, CAST). ![]() Research on UDL implementation at the course level, shows that strategies can increase students’ sense of empowerment and enhanced success ( Kumar and Wideman 2014). UDL has been applied to diverse disciplines, course contexts, international cases, and can readily connect to goals and practices of other inclusive pedagogical approaches that consider a range of diverse social identities (Laist, Sheehan, and Brewer 2022 Shea Sanger 2020 Novak and Bracken 2019). By taking a proactive approach, UDL strategies may work with or reduce the need for retrofitted individualized student accommodations. At the course level, UDL provides guidance for instructors to address barriers to learning by assuming variability among learners as “the rule.” As such, UDL promotes inclusive practices by multiplying the ways in which students access materials, engage with learning, and express skills and knowledge. While accommodations processes in higher education are typically based on a medical model of individualized adaptations, UDL is informed by a social model of disability, which identifies and challenges ways in which the design of the learning environment itself can be disabling (Rose, Harbour, Johnston, Daley, & Abarbanell, 2006 Hills, Overend, Hildebrant, 2022). Universal Design for Learning (UDL) is a pedagogical framework developed to enhance accessible learning and create more equitable opportunities for academic success. Please contact with any questions related to Universal Design for courses.This section offers suggestions to help you meet the needs of a variety of diverse student learners through Universal Design for Learning (UDL) practices.
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