Universal
Design for Learning
The idea of a Universal Design for Learning (UDL) comes
from the belief that every aspect of society needs to fit the needs of
everyone, including people with disabilities or other differences from the
norm. These accommodations include the areas of architecture, education, and
every aspect of society. Universal Design for Learning has become part of
official public policy in a number of areas. The first appearance of UDL in
public policy occurred in the Higher Education Opportunity Act of 2008. UDL was
defined and cited in numerous sections of this act. Since then, UDL has been
included in other official public policies at the federal, state, and local
levels.
UDL incorporates three overarching principles:
engagement, representation, and action and expression. The first principle of
UDL, to provide multiple means of engagement, is the “why” of learning. It is
often how we start lessons, but it continues far past just the beginning of a
lesson. The “why” of learning is embedded in all good lessons from beginning to
end. Within the framework of engagement are three guidelines: to provide
options for recruiting interest, sustaining effort and persistence, and self regulation.
The goal of providing multiple means of engagement is to help our students
become expert learners who are purposeful and motivated.
The second principle of UDL, to provide multiple means of
representation, is the “what” of learning. Within the framework of
representation are three guidelines: to provide options for perception,
language & symbols, and comprehension. The goal of providing multiple means
of representation is to help our students become expert learners who are
resourceful and knowledgeable.
The third principle of UDL, to provide multiple means of
action and expression, is the “how” of learning. Within the framework of action
and expression are three guidelines: to provide options for physical action,
expression & communication, and executive function. The goal of providing
multiple means of action and expression is to help our students become expert
learners who are strategic and goal-directed.
All of the principles of UDL share a common denominator-
to provide multiple means for learning. All students are different, and no two
students learn in exactly the same way. That is why it is so important that we
as teachers and librarians offer multiple means for our students to learn, so
that their differences do not get in the way of their learning. That is the
heart of student-centered learning, which is the heart of Universal Design for
Learning.
Many
teachers and librarians use aspects of UDL in their classrooms and libraries.
As a teacher I was responsible for many identified students who had IEPs. As I
carried out the plans set forth in my students’ IEPs, I was also engaging in
UDL for these students. The IEPs went hand in hand with UDL. Every
accommodation listed in a student’s IEP is an element of UDL. For instance, the
IEP accommodation that allows a student to give his or her responses in a
different form is an example of the UDL principle of action & expression.
The IEP accommodation to allow a student to work or test in a different setting
is part of the UDL principle of engagement. Over the many years of teaching
identified students with IEPs I effectively used UDL in my classroom countless
times.
Students
with IEPs are not the only students who can benefit from UDL, all students can.
After I had been teaching for a while, I asked myself “Why not offer effective
accommodations to all my students, not just my ‘identified’ ones?” The answer
was obviously to do it! Without knowing it, I was involved in incorporating UDL
into my classrooms, year after year.
There
are many areas I can still improve in my own use of UDL. For instance, my
students could benefit from getting more choices from which to choose regarding
how to show mastery of subject matter in my courses. I should design more ways
for students to be able to show mastery and allow them to choose from those
options. Likewise, my students would benefit from being allowed to design their
own learning in different subject areas in my classroom. I have to admit that I
am sometimes rigid in what I assign and how the assignment is to be completed.
My students would benefit if I applied more UDL guidelines in these areas.
These are things that I could add right now to my teaching practices.
Adding
more technologies to my teaching would be a great addition to my UDL classroom;
but I would need help from administration in purchasing some of the new
technologies available, and I would definitely need help in PD regarding how to
use the hardware and software of these new technologies. Altogether, I would
need help and support from school administration and fellow teachers who know
how to use these new technologies. The old saying is that it takes a village to
raise a child. Likewise, it takes a support group to help teachers (and
librarians) become more proficient at adding UDL to their educational
toolboxes.
One
area that I would like to explore more is in the area of implementing Universal
Design for Learning in libraries. Libraries need to meet the physical,
intellectual, and emotional needs of their users. I would like to design a
library that encompasses the goals of Universal Design for Learning. I will
need to research the different aspects of library design and incorporate these
design aspects into the overall plan for a physical library. Most likely the
most difficult part of this plan will be creating the floorplan. I’ve tried to
create floorplans in the past and I usually end up frustrated and unhappy with
the final product. Hopefully, this time I will be more successful. Time will
tell.
The
following are a couple of books that might help me further explore this
subject.
Creating Inclusive
Libraries by Applying Universal Design: a Guide
by Carli Spina
Designing a School
Library Media Center for the Future: Second Edition
by Rolf Erikson and Carolyn Markuson
The
following are a couple of website articles that I would like to explore to help
me research this subject.
https://www.slj.com/story/how-universal-design-will-make-your-library-more-inclusive
https://doi.org/10.1108/s0065-283020150000040013
Finally, the following are some websites that I will explore to develop a floor plan for a UDL library.
https://www.thelibrarystore.com/library_layouts
https://www.youtube.com/watch?v=TEqPQmfvbrg
https://online.visual-paradigm.com/diagrams/templates/floor-plan/library-floor-plan/
https://www.oedb.org/ilibrarian/create-library-floor-plans/
https://librarylayout6010.wordpress.com/
https://www.wbdg.org/building-types/libraries
https://www.wbdg.org/building-types/libraries/school-library
References
UDL in Public Policy - CAST. (2022).
CAST. https://www.cast.org/impact/udl-public-policy
UDL: The UDL guidelines. (n.d.). https://udlguidelines.cast.org/
Bawden, K. (2023). Implementing 4 common
IEP accommodations using universal design for learning. The Hello
Foundation. https://thehellofoundation.com/using-the-udl-lens-to-implement-4-common-iep-accommodations/
Small, R. V., Myhill, W. N., &
Herring-Harrington, L. (2015). Developing Accessible Libraries and Inclusive
Librarians in the 21st Century: Examples from Practice. In Advances in
librarianship (pp. 73–88). https://doi.org/10.1108/s0065-283020150000040013
Spina, C. (2021). Creating inclusive
libraries by applying universal design: A Guide. Rowman & Littlefield.
Spina, C. (n.d.). How universal Design
will make your Library More inclusive. School Library Journal. https://www.slj.com/story/how-universal-design-will-make-your-library-more-inclusive
U.S. Access Board. (n.d.). https://www.access-board.gov/adaag-1991-2002.html#lib
Great post! I think libraries can be examplars for UDL, since we teach every one at every grade. We need to have versatile delivery and methods. And then we can share what works with teachers!
ReplyDeleteHey Gilbert! Thank you for your thorough explanation of the principles of UDL! You have gathered a lot of great information and resources here.
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