Introduction

I chose to do this module because, if implemented successfully, it seems to encompass inclusive practice and cultural responsiveness. It is an overarching planning approach that focuses the lens on identifying and reducing barriers to learning for all students. It recognises the diversity of learners and seeks to change the environment to meet the needs of the child. Rather than trying to make a square peg fit in a round hole, have a variety of shaped holes or no holes at all. If I am able to support teachers and schools to adopt this lens, it will promote environments where all students can be successful.

Initial stance

What I already know about UDL is from a previous module in this course. I have asked teachers in my two liaison schools and many of them have not heard of UDL. I think what is valuable about UDL, as many teachers are already incorporating inclusive strategies in their planning and teaching, is the structured way that it directs your attention to your cohort and their individual needs during the planning process. Once you've used the structure a few times, it will change the way you think about planning. Removing or minimise barriers will become an integral and automatic part of teachers' planning process.

Universal Design for Learning (UDL)

UDL was created by the Center for Applied Special Technology (CAST), a non-profit research and development organisation whose focus is on developing strategies and tools to ensure effective teaching for all students. UDL uses the idea of 'universal design' and applies it to the education context by designing lessons/units that are flexible and easily adjusted to meet the needs of individuals, rather than designing learning experiences for the 'average' student and providing accommodations for diverse learners. The diverse learner is at the forefront from the beginning of the planning process and therefore the learning activity is accessible to the broadest range of learners.

• Recognition network - use multiple means of representation.

Preferred representation is dependent on language and culture, media preference, ability to transfer learning to new situations, and their ability to access the content.

• Strategic network - provide multiple means to take organise, plan and action learning.

Preferred strategies include assessments, preferred method of communication, degree of independence versus need for structure.

The myth of the average learner

All learners are neurodiverse. No two learners are alike. Under UDL the reality of 'learner variability' is a positive rather than a negative.

Universal design

Originating in the field of architecture, universal design means designing at the outset for the widest range of users, not the 'typical' user. For example, by designing building entryways for everyone means using ramps rather than stairs. This means that not only are entryways wheelchair accessible, they are also easier for push chairs, older people, skateboarders etc.. Universal design itself is not restricted to education nor does it include the 3 principles of UDL.

Four points that lead to success

• Tell your students what you want to do and why

• That they would be making more choices

• What results you're hoping to see

• Give clear expectations

Universal Design for Learning (UDL) is a framework that supports planning lessons that result in barrier free learning environments. I absolutely love the analogy used by Shelley Moore in the video 'Transforming Inclusive Education'. She likens UDL to indoor bowling, an inclusive framework where, if you change your aim, aiming for the pins on the outside of the lane (the most hard to reach students), you will increase the likelihood of hitting all the pins: meeting the needs of all students. UDL is multidisciplinary evidence based best practice for all learners.

Criticisms of UDL

One criticism of UDL is that it is what teachers already do. It is just good teaching. This however implies 'without intentional effort' and the underlying tenet of UDL is purposeful design for accessibility. Another criticism has been the additional workload required of teachers without sufficient resourcing. While this may be a valid criticism, it doesn't negate the validity of the framework, but highlights hurdles that need to be overcome. UDL was originally designed to be digital technology based. There has been much pushback about the use of digital technology both in terms of accessibility for lower socioeconomic learners/schools and whether computer based programmes can possibly equate to quality teaching. Questions have been raised about the applicability of UDL related to other causes of educational inequity such as socio-economic status, and many other situational and institutional barriers that marginalise our students. 

The main criticism of UDL however, is that while many of the different pedagogical approaches and tools associated with UDL have been empirically validated, the overall framework has not. The literature suggests that this is because of the complexity of research design required. However, these challenges are not insurmountable and would be a worthwhile future focus.

I chose this as an artefact because I planned to suggest to a teacher that this might be a useful tool to use with her class. 

Completing my own learning profile as a trial caused me to reflect on my own learning processes which made me aware of a potential weakness of UDL. That is, UDL is only as accessible as the as the accessibility of the assessment practices. A UDL approach requires frequent, flexible assessment throughout the process of instruction to provide "ongoing, actionable feedback" (Rose, 2018) in a timely fashion so that students can take action before failure occurs. That is, when taking action can make a real difference to successful outcomes. Assessment practices in New Zealand secondary and tertiary institutions continue to be prescriptive, providing accommodations (eg. extra time, reader writers) for individuals who can evidence a learning deficit. Even at primary levels, teachers continue to use restrictive assessments (such as eAsttle) for assessment purposes. Unless assessment practices are flexible and provide for individuals to demonstrate their learning in a way that suits their learning styles/strengths, barriers to successful outcomes within our current assessment structure, will continue despite a UDL approach to planning.

As a consequence of this exercise, I discussed assessment with the teacher running the digital technology project, and changes were made consistent with a UDL philosophy. This prompted schoolwide discussions about assessment practices across the school, and assessment practices being included as a schoolwide focus for 2022.

My initial thoughts on how UDL thinking might influence the way I will do things as a Specialist Teacher is that when assigned a new case (or reflecting on current cases), I will observe if the teacher is using UDL strategies across the three principles: engagement, representation, action and expression. This may present opportunities for me to provide support in terms of suggesting strategies or using UDL planning framework.

UDL can play an important role in supporting equity in education in New Zealand because cultural considerations are central to and underpin UDL. It is important to remember that cultural diversity is not limited to  ethnicity and as such, an awareness of other aspects of diversity for example, gender, religion and sexual orientation is important. We need to teach cultural diversity in schools by purposefully teaching a range of histories, perspectives, and representations across the curriculum. We need to ensure that students learn about a diverse range of role models so that they know that they too descend from and whakapapa to great historical and contemporary figures. It means that we must use multiple ways of engaging, multiple ways of representation and multiple ways of action and expression when  we teach cultural diversity (Joni Degner). This is synonymous with the UDL structure.

I've included this artefact because it illustrates my journey from introducing a classroom teacher to the principles of UDL, trialing and sharing the UDL online planning tool, to developing a School UDL planning tool that every teacher can add to and share (note, this is a work in progress).

The UDL principles and guidelines are also relevant to specialist teacher practices. For example, by working with teachers to design curriculum that reflect a range of different cultural knowledge and perspective; having conversations with students about their cultural world/connecting to their experiences; organising meetings in culturally inclusive ways (eg. use mihi, opening/closing karakia), remove barriers that might prevent people from participating/sharing (eg. scheduling hui at convenient times/places). 

Next steps

I would like to create another UDL strategy database for RTLB that I can link to other templates, including CAPS, Student/Whānau voice templates etc. and then I would like to share my UDL journey with my other schools. 

References