UDL... and You!

A Template for Accessibility

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The adage says applying Universal Design for Learning Universal Design for Learning) is easier than you think, that you're already implementing many UDL strategies, and you should focus on something small to begin your foray into all things UDL. Being a systems thinker, I like to have a process by which I can systematically analyze what I'm doing and look strategically at how I can apply the UDL framework. I use many of the resources available to the public through the Center for Applied Special Technology Center for Applied Special Technology (CAST), one of the lead innovators of UDL theory and practice.

Though not the intent of UDL many of us try to implement UDL in a retrofit fashion, starting with an established lesson trying to figure out how we can improve that lesson using UDL strategies. In order to do this I find it helpful to examine what I know about the context, learners, and lesson to understand what current barriers may exist to learning due to the design of my lesson. First, I must understand the goal I am trying to achieve and list all the materials and methods I use to try to get learners to reach that goal. An example, adapted from "Deriving Universal Design for Learning Solutions Template in Teaching Every Student in the Digital Age: Universal Design for Learning (Rose & Meyer, 2002), is presented below.

Course: (Title) Introduction to Disability
Standard: (One of the goals of the course) To gain insights into the struggle for civil rights made by people with disabilities.
Objective: (Specific lesson's objective) To explore advocacy methods and major themes of the disability rights movement

Materials/Methods	Potential Barriers/ Missed Opportunities	UDL Strategies
Whole class presentation	Comprehension and understanding (primary language other than English) Engagement (attention drifts)	Post semi-structured outline/notes on iLearn before class to allow reading and/or translation to primary language Provide concept map of key ideas Leave areas on notes blank for students to fill in PowerPoint presentation Limit to 20 minutes at a time Ask questions for whole group response
Film: When Billy Broke His Head	Comprehension/understanding (deaf/hard of hearing, non-sighted, primary language other than English) Visual movements (neurological impairments triggered by motion or flickering)	Use open captioning/closed captioning (check video or contact Disability Programs and Resource Center (DPRC) ) Use audio captioning (if available) Provide transcript of film if available and post on iLearn prior to class
Printed textbook	Difficulty with text size Preference for visual information Difficulty decoding text Reliance on English text	Order book far in advance of class for students to retrieve and have in needed format (e.g., electronic, large print) Reading questions to structure main ideas
Small group work in class	Shy, hesitant speaker English as a Second Language (ESL) student Dominant speaker	Use graphic organizers for organizing key information-to be completed in small group discussion Establish ground rules for small group participation
Individual Assignment completed throughout term	Trouble with independent work Assignment above ability level Excellent leader in groups-skills not utilized Organizational difficulties Trouble with main ideas Word decoding difficulty Difficulty with writing mechanics Excellent graphic skills-skills not utilized	Provide choice (e.g., paper or community service with reflection activity) Divide the assignment into logical benchmarks with peer and/or instructor feedback Choice or combination of mediums to demonstrate knowledge and skills (e.g., writing, video, art)

By following this purposeful exploration of one lesson period and associated activities, one can begin to: (a) understand the demands of the learning environment, (b) develop awareness of the inherent barriers to meeting the goals of the lesson given the range of learners in the classroom, and (c) implement a variety of strategies that may be helpful for minimizing barriers and increasing the likelihood that learners walk away with a breadth and depth of opportunities to acquire and demonstrate their new knowledge and skills. Additional UDL concepts and strategies derived from professional development and effective teaching practices literature may be found at the CAST web site. Cast your net wide and all learners will benefit from the potential wisdom your lesson has to offer.

Additional Resources

• Visit the CAST Web Site

This article originally appeared in The Garden Volume II, Issue 3: April 2008

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