The Potential of Universal Design for Learning
“What if there was a paradigm for higher education that would simultaneously address issues of equality, accessibility, social integration, and community?”
-Sheryl Burgstahler
(Burghstahler, 2008)
-Sheryl Burgstahler
(Burghstahler, 2008)
The answer to the question above is the demonstrated success and the increased access created through Universal Design for Learning (UDL).
UDL can address many issues of equality and access in higher education. Universal Design for Learning can be applied to the classrooms and to programs across campus.
Universal Design for Learning's goal is to make the classroom accessible to diverse students based on numerous student characteristics such as learning style, disability, ability, economic status, race, ethnicity, age, socioeconomic status, gender and language. It is a proactive approach.
Jiminez, Graf & Rose, 2007
UDL can address many issues of equality and access in higher education. Universal Design for Learning can be applied to the classrooms and to programs across campus.
Universal Design for Learning's goal is to make the classroom accessible to diverse students based on numerous student characteristics such as learning style, disability, ability, economic status, race, ethnicity, age, socioeconomic status, gender and language. It is a proactive approach.
Jiminez, Graf & Rose, 2007
**Key Points to remember within the Universal Design for Learning Framework**
All student characteristics
are seen on a continuum within a Universal Design for Learning approach. |
Accommodations are still clearly necessary. So there are still reactive approaches by professors and university systems in creating accessible classrooms for students along with a UDL approach.
|
Where did the term Universal Design Originate?
Ronald Mace
He was born in 1941 and was born with Polio and utilized a wheelchair. He was frustrated by barriers imposed in the environment and decided to become an architect. He graduated from the North Carolina School for Architecture in 1966.
He was a pioneer in design accessibility and designed numerous accessible buildings. In 1973 he designed the first accessible building code that became law in North Carolina. This code was utilized by states nationwide as a model for accessible building codes. His development of UD along with his tremendous activism were instrumental to such legislation as the Fair Housing Act of 1973 and later the Americans with Disabilities Act.
His described Universal Design as the following:
“The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.”
He developed seven principles of Universal Design which have been widely implemented.
When was Universal Design Applied to Education?
In 1984 the Center for Applied Technology was created by David Rose and Ann Meyer. They conceived of Universal Design for Learning by applying the the principles of Universal Design in architecture to education. Orginally the organization worked on how computers could assist students with learning disabilities but broadened their approach to accessibility to education for all students.
Their Mission Statement:
To expand learning opportunities for all individuals, especially those with disabilities, through the research and development of innovative, technology-based educational resources and strategies.
To expand learning opportunities for all individuals, especially those with disabilities, through the research and development of innovative, technology-based educational resources and strategies.
This video below is with David Rose one of the founders of CAST
Universal Design was applied to Education in two ways:
“Through built-in flexibility”
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“Through improved access to information and learning.”
(Rose & Meyer, 2002). |
Legislation and Universal Design
Individuals with Disabilities Education Act of 2004Higher Education Opportunity Act of 2008
Both of these Acts have provisions included in regards to Universal Design for Learning.
Assistive Technology Act of 2004 also discusses the importance of Universal Design.
Both of these Acts have provisions included in regards to Universal Design for Learning.
Assistive Technology Act of 2004 also discusses the importance of Universal Design.
Why is Universal Design Important?
To make classrooms accessible to all students. UDL is an approach which reflects the increasing diversity in higher education.
Practicing Universal Design in Higher Education is particularly important since 60% of students with disabilities do not disclose their disability to professors or to the institution.
Also many students may not be diagnosed with a disability but still need an accessible classroom environment.
(Burgstahler, 2008)
Practicing Universal Design in Higher Education is particularly important since 60% of students with disabilities do not disclose their disability to professors or to the institution.
Also many students may not be diagnosed with a disability but still need an accessible classroom environment.
(Burgstahler, 2008)
The video below includes how one university interpreters and uses Universal Design for Learning on their Campus. The video is from McGill University in Canada.
There is a longer video with important information on UDL which can be accessed through: http://www.youtube.com/watch?v=LjUKGBipJZA
Student perspectives about UDL Classroom Techniques
--“I have a slower processing speed, so the extra ‘silent time’ in between comments allowed me to gather my thoughts and formulate what I wanted to say. I felt left out when discussions were held at a fast pace."
--“A clear, logical linked manner is the best way of presenting the material for me.”
--“Having visual powerpoints or lecture slides made it much easier to follow material discussed in class.”
--“Lecture notes and slides posted a few days before class [allowed] for more time for a student to read them before class.”
--“By taking time to show me different ways of approaching work, instructors have reduced my stress levels and made me feel more capable of achieving success at my university."
--“A clear, logical linked manner is the best way of presenting the material for me.”
--“Having visual powerpoints or lecture slides made it much easier to follow material discussed in class.”
--“Lecture notes and slides posted a few days before class [allowed] for more time for a student to read them before class.”
--“By taking time to show me different ways of approaching work, instructors have reduced my stress levels and made me feel more capable of achieving success at my university."
References
Bowe, Frank. Universal design in Education: Teaching non-traditional students. Westport, CT: Bergin & Garvey.
Burghstahler, S. (2008) Universal design in education: From principles to Practice. Cambridge: Harvard Education Press.
Jimenez, T., Graf, V., & Rose, E. (2007) Gaining Access to General Education: The Promise of Universal Design for Learning. Issues in Teacher Education, 6 (12).
Johnston, N. & Doyle, T. (2011) Inclusive teaching: perspectives of students with disabilities. Open Word Journal.
www.udlcenter.org
http://www.ncsu.edu/ncsu/design/cud/index.htm
www.cast.org
Burghstahler, S. (2008) Universal design in education: From principles to Practice. Cambridge: Harvard Education Press.
Jimenez, T., Graf, V., & Rose, E. (2007) Gaining Access to General Education: The Promise of Universal Design for Learning. Issues in Teacher Education, 6 (12).
Johnston, N. & Doyle, T. (2011) Inclusive teaching: perspectives of students with disabilities. Open Word Journal.
www.udlcenter.org
http://www.ncsu.edu/ncsu/design/cud/index.htm
www.cast.org