When we think about UDL the onus comes back to the teachers, curriculum designers etc. and their responsibility in creating learning environments that appropriately accommodate the individuals to which they are servicing. Perhaps if every educational stakeholder would take the time to view what Sir Ken Robinson (I've posted the video below on this blog) has to say then true shifts in our education system will occur. Maybe that shift is less complex than we may think it is. We may need to look no further than UDL.
According to the authors, learning environments need to be designed in a way to make learning accessible to the widest range of students. A UDL will reduce barriers for any individual and increase opportunities for the widest range of users. The environment is not unique or personal, but universal and inclusive, accommodating diversity.
The question that comes to my mind is are we really acknowledging diversity?
Or do we have a day here or there where we try different foods from other countries and call it a celebration of diversity in our schools?
Perhaps we need to clarify what we mean by a diverse group of learners.
When we start to be conscious of who our learners really are then we can truly and effectively implement
AT and UDL
How will these changes occur?
I have heard a few times in my class discussions that teachers are not willing to learn how to use AT and are unwilling to implement it into their teaching.
REALLY?
Isn't it the teachers RESPONSIBILITY as the paid staff to provide the very best learning environment for all of his/her students?
Aren't the students the ones that come first?
Can a teacher really feel okay about refusing to establish a learning environment that supports
UDL?
Maybe if parents knew more about UDL then they would be empowered to advocate for their children?
The article A Parents Guide to UDL is one that could perhaps be given to all of our student's parents.
The authors discuss the necessity for changes in the way that information and new knowledge is presented to students and the corresponding expectations for showing what was learned. Everyone is different, we know that, to why do we continue to use the one size fits all approach.
The authors identify a need for education to move from focusing on the "student deficit" to a "student success" approach.
Several ways in which learning environments can be established so that all students have
cognitive (intellectual) as well as physical access to learning are identified.
"Multiple means of representation (the what of learning). Within the principles of UDL projects or lessons would be designed in a way to ensure that all students can interact with the content using multiple senses aligned to meet their individual learning preferences".
"Provide multiple means of action and expression (the how of learning)". Students are given choices for ways to express themselves and engage in their own learning in a way that makes sense to them and fits their interests".
"Multiple means of engagement (the why of learning). Students need to be able to connect with their learning, find meaning and purpose in what they are doing".
So what really stood out for me was this:
"Research has shown that dropping out of school is a process of disengagement that begins early".
We don't want our children to drop out of school.
Children who are disengaged are more likely to drop out of school.
Surely, this will capture the attention of parents. The solution is simple. Keep our children engaged.
How do we keep students engaged?
UDL
Clearly there is no alternative for teachers and schools to engage fully in the principles of UDL for the sake of all of our children and students.
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