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Universal Design for Learning: Accessible Learning Patrick Williams Hyacinth Schaeffer EDUC 410 S08 Integration Seminar I - Elementary Science March 5, 2013

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The important thing is not so much that every child should be taught, as that every child should be given the wish to learn. John Lubbock

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Before I was in university I was not extremely aware of the ways teachers would vary their instruction. In high-school a good teacher was a teacher that prepared me for exams. In junior high and elementary teachers varied their instruction but not enough for me to really notice. Furthermore, I benefitted from traditional education standards; mostly because my parents took the time to study with me every night. However, this would all change when I was in my first semester of university. The traditional ways of learning did not benefit me the way it used to. I failed my first semester. After that I really took notice of how professors provided their students with multiple ways of expressing themselves, how professors presented content, and how professors engaged us. It was when I took my second sociology class where I had a teacher that practiced Universal Learning for Design. He was brilliant. Every class was similar. He would come in and present an idea. He would lecture on the theories involved and provide us with background information. During his lecture he would have activities for us to do, or videos to watch, and everything was new and relevant. After our lecture we would have a discussion and he always posed a controversial question. At the end of the class we had to do a research project, it was a very good experience. After his class I decided that was the way I want to teach and I plan on using Universal Design for Learning (UDL). This critical reflective analysis will investigate universal design for learning, discuss the benefits of using this perspective, and reflect on how UDL can enhance my professional pedagogy. Classrooms are so diverse and Universal Design for Learning really complements this diversity. Students come to our classrooms with a variety of skills and interests and UDL supports and endorses these students. Universal Design for Learning is a framework for creating activities, procedures, evaluations, materials, and educational goals that enable all students to

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succeed in a given classroom (CAST, 1999-2012). Rather than taking a one-size-fits-all approach, UDL is more flexible and can adjust to a students specific needs (CAST, 1999-2012). Ultimately, Universal design for learning gives every student the opportunity to learn and succeed. Interestingly, UDL draws on new brain research and new media technologies to respond to student needs, differences, and diversity (Mitchell-Pellett, 2013). Neuroscience explains that student differences are extremely variegated because of the three primary brain networks (CAST, 1999-2012). The primary brain networks are: the recognition networks, the strategic networks, and the affective networks (CAST, 1999-2012). The recognition networks are located in the back of the brain and are concerned with the what of learning (Mitchell-Pellett, 2013). This area of the brain is focused on how we gather information and how we categorize what we read, see, and hear (CAST, 1999-2012). So the teaching implication for the recognition networks would be to present content in different ways (Mitchell-Pellett, 2013). If teachers vary how they present information then every student will benefit (Mitchell-Pellett, 2013). It seems that students strength will be complemented at one time or another and areas of weakness will improve. Ultimately, by providing multiple means of representation, students will become resourceful and knowledgeable (CAST, 2011). The strategic networks are located in the front of the brain and are concerned with the how of learning (Mitchell-Pellett, 2013). This area of the brain is focused on planning, completing tasks, and how we organize and express our ideas (CAST, 1999-2012). So the teaching implication for the strategic networks would be to allow students to articulate what they know in different forms and encourage students to present their work in different ways (Mitchell-

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Pellett, 2013). Also it is imperative that we teach students how to seek resources, organize their thoughts, plan for projects, and set goals (CAST, 1999-2012). By differentiating how students present their work and giving them the means to be organized, students will become strategic and goal directed learners (CAST, 2011). The affective networks are located at the core of the brain and are concerned with the why of learning (Mitchell-Pellett, 2013). This area of the brain is focused on motivation, engagement, interests and evaluating priorities (CAST, 1999-2012). So the teaching implication for the affective networks would be to stimulate the interests of students and develop selfassessment tools for students to utilize (Mitchell-Pellett, 2013). If we provide multiple means of engagement and ways in which students can regulate themselves, they will become purposeful motivated learners (CAST, 2011). My understanding about universal design for learning suggests that UDL can help students with different learning, needs, strengths, and weakness. However, what about students with severe learning disorders? Can UDL benefit their learning? A research study by Coyne, Pisha, Dalton, Zeph, & Smith (2012) discusses how introducing UDL to literacy instruction can benefit students with sever learning disabilities. Literacy holds a significant role in education; however, students with serious intellectual disabilities have fewer opportunities for meaningful literacy acquisition (Coyne, Pisha, Dalton, Zeph, & Smith, 2012). This is attributed to absent or poor quality literacy instruction and is usually coupled with educators low academic expectations (Coyne et al., 2012). Traditional literacy instruction for students with serious disabilities has primarily concentrated on practice instruction of sight words and other basic literacy skills (Coyne et al., 2012). Student with severe

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disabilities are not challenged and as a result these students fall increasingly behind (Coyne et al., 2012). However, a research study conducted by Coyne et al., (2012) found that introducing UDL benefitted the students literacy skills tremendously. There were significant gains in areas such as: word attack skills (phonemic awareness), listening comprehension, and concepts about print (Coyne et al., 2012). Introducing UDL into literacy instruction will benefit a child with severe learning needs. UDL can also be implemented to help ELLs (english language learners). In an article written by Lopes-Murphy (2012) he discusses why a UDL approach should be taken to aide students who are learning english. Through UDL lessons that are sensitive to the stages of second-language development and alternative venues for these students to show their learning, ELs chances of experiencing academic success are unquestionably much higher (LopesMurphy, 2012, p. 232). As a teacher, it would be important to foster critical thinking skills; however, we have to do so while students are still developing their English proficiency (LopesMurphy, 2012). By being sensitive to their cultural situation and giving them multiple ways to express their understandings, teachers can significantly help those who are learning English (Lopes-Murphy, 2012). The research suggests that absolutely every student can benefit from UDL. However, much of the research I have gathered and analyzed on the topic of UDL has not given me any of the drawbacks of UDL. UDL cannot be absolutely perfect. The biases and limitations that were mentioned, were considering the study itself, rather than the universal design for learning approach. This means that I have to make my own assumptions about the drawbacks of UDL.

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The biggest drawback for UDL would be the workload involved. Universal design for learning is so involving and consuming, as it targets each child in the classroom. This would mean that there is a lot of work, organization, and pre planning for the teacher to carry out. Teachers already have an immense amount of work to do before delivering a lesson plan. Now to add to that, we have to be aware of neuroscience and brain operations, the different cultural and social implications, as well as take into account the interest of all the students. Another drawback is that it seems as though UDL makes it easier for student to learn. This is not the case, it makes learning more accessible. On the CAST website they mentioned how UDL provides students with challenge. Challenging students is a very important aspect of teaching, because if we challenge students they transform, grow, and learn. This is just an area that they could develop more. However, regardless of the workload, I still plan on using UDL. It just means that I might have to put in some extra work over the summer. I want students to experience what I have experienced in my education. I had some of the best teachers I hope to one day be just like them. I know that by utilizing the universal design for learning perspective I can make teaching and learning enjoyable, organized, and meaningful.

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References CAST (1999-2012). UDL Questions and Answers. Retrieved March 3, 2013, from http://www.cast.org/udl/faq/index.html CAST (2011). Universal design for learning guidelines version 2.0 Wakefield, MA: Author. Coyne, P., Pisha, B., Dalton, B., Zeph, L. A., & Smith, N. (2012). Literacy by Design: A Universal Design for Learning Approach for Students with Significant Intellectual Disabilities. Remedial And Special Education, 33(3), 162-172. doi: 10.1177/0741932510381651 Lopes-Murphy, S. (2012). Universal Design for Learning: Preparing Secondary Education Teachers in Training to Increase Academic Accessibility of High School English Learners. Clearing House: A Journal Of Educational Strategies, Issues And Ideas, 85(6), 226-230. Retrieved from http://dx.doi.org/10.1080/00098655.2012.693549 Mitchell-Pellett, M. (2013). UDL Week1. Education 407 Course Powerpoints.