As we have noted, learners need an inclusive curriculum that allows them to access the learning materials to engage with the content, and to show what they have learnt. This can seem like a daunting task if teachers have to do this before every lesson, and to think about every learner so that their individual needs are met. If one begins with one lesson for the average learner, and then adapts this to each individual learner, this could be very time-consuming and not practical at all. So, how does one think about solving this problem? We would suggest that teachers begin with diversity in mind. Start by thinking, how can I plan this lesson or activity so that it will be accessible for all learners in the classroom? This is where the idea of universal design comes in handy. This concept grew out of the work by an American architect and designer Ronald L. Mace. His idea was to create environments and tools that are accessible to the widest range of people possible without special adaptation. So, buildings, environments, products and services are designed to be accessible to people with disabilities, older people, young children, and everyone else. Things are not designed just for a narrow range, or what it seemed to be the average person, but rather for an extremely diverse range of abilities and situations. So the most classic example of this is the ramp instead of steps. The ramp works well for everybody, and does not exclude wheelchair users, mothers with prams, elderly people and so forth. Another example might be a shower with no doors, or large easy to press buttons that open an automatic door, that don't require fine motor coordination, but which could be operated with any part of the body. The point is that these designs do not exclude anybody, but they do include more people than designs that are only for ideal person, who is able-bodied, of average intelligence, and somehow fits the idea of what is seen as normal. In fact, there are actually very few people that fit that normal ideal. The Center for Applied Special Technology known as CAST, apply this concept of universal design to the creation of learning environments, and what they term Universal Design for Learning or UDL. They defined it in the following way: UDL is a design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their ability to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember. It is achieved by means of flexible curriculum materials and activities that provide alternatives for students with disparities in abilities and background, as well as those with no visible disabilities. UDL applies not only to the content, but also to goals, methods, and manner of assessment. What is really critical in this concept is that diversity is built in at the very beginning of planning, and it is not just an afterthought. So, how can this be achieved? Well, CAST identified three principles that inform universal design for learning. If we adopt these principles, it becomes easier to catch up on ever increasing range of diversity without, and this is important, without taking anything away from the learners that we usually expect to have in our classes. In fact, it means teaching every learner better because it provides more opportunities for choices that can fit with the individual learning style and experiences of each child. According to the Center on Universal Design for Learning, three overarching primary principles guide UDL. Principle one is to provide multiple means of representation. This refers to the what of learning. How do we present information to the learners? How do we communicate what it is that we want them to learn? Learners with visual, hearing, and intellectual impairments need to have this information presented so that they can perceive and understand it. If they cannot see, hear or understand what is being communicated, then we're not going to get anywhere. Principle two is to provide multiple means of action and expression. This can be seen as the how of learning, how will learners be able to express themselves, and do complete the learning tasks. For example, individuals approach learning tasks very differently, and will demonstrate their mastery very differently. Some may be able to express themselves well in writing text, but not in oral speech and vice versa. Others might need assistive devices such as a brailler to communicate their knowledge. In reality, there is no one means of expression that will be optimal for all students. Providing options for expression is therefore essential. Principle three is to provide multiple means of engagement. This refers to the why of learning. What motivates a student to learn? What are their interests and what are their goals? Some learners might be more outgoing and better motivated to work in a group, whereas others find exploring on their own to be their preferred way of doing things. They might differ on how they deal with structure, or they might prefer novelty and flexibility. These three simple principles can guide the teacher in differentiating the curriculum for all learners. So, when you engage with the videos in this week that deal with different impairments, think about how these principles could help you to adapt. Fortunately, there's a wealth of material on the internet that you can have a look at, that can help you with the process. We have included some suggestions of good resources at the end of this video.
