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Universal Design for Learning: Using UDL to make teacher education more accessible and inclusive for all.
Abstract
Universal Design for Learning (UDL) is a framework for curriculum and instructional planning through which educators can maximize accessibility and minimize barriers that are often experienced by learners. Teacher educators are in a unique position to introduce UDL to future elementary teachers and support them in developing inclusive pedagogical methods early on in their careers. While Common Core State Standards can guide educators in what to teach, UDL provides a framework for how to teach. Education technology tools are used extensively within UDL to make curriculum materials more accessible and engaging. In this chapter, the UDL framework will be described along with many specific applications within elementary teacher education.
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To encourage alaïo^te among professionals, this occasional feature is a fonirn for the opitiions, ideas, ami work of a variety of constituents concerneil about learning iHsabilitles. For criteria ami submission guidelines, please visit wwwxtdinteniational.org and select Publications.
In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative "site." Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.
Postsecondary education has experienced rapid change in its student population. College students with learning disabilities (LD) represent a growing presence on college campuses across the country. Traditional means of meeting the learning needs of college students with LD through retrofitted changes and accommodations to classroom instruction have proven limited. Universal Design for Instruction (UDI) offers a new paradigm for approaching equal educational access. This article will describe UDI and discuss its implications for enhancing learning for students with learning disabilities and other diverse learners.
Raised in the “always on” world of interactive media, the Internet, and digital messaging technologies, today's student has different expectations and learning styles than previous generations. This net-centric generation values their ability to use the Web to create a self-paced, customized, on-demand learning path that includes multiple forms of interactive, social, and self-publishing media tools. First, we investigate the formation of a burgeoning digital pedagogy that roots itself in current adult and social learning theories, while integrating social networking, user experience design strategies, and other emerging technologies into the curriculum to support student learning. Next, we explore how current and emerging social networking media (such as Weblogs, iPod, RSS/XML, podcasting/audioblogs, wiki, Flickr, and other self-publishing media) can support neomillennial learning styles, facilitate the formation of learning communities, foster student engagement and reflection, and enhance the overall user experience for students in synchronous and asynchronous learning environments. The data included in this article are intended as directional means to help instructors and course designers identify social networking resources and other emerging technologies that will enhance the delivery of instruction while meeting the needs of today's neomillennial learning styles.
Universal Design for Instruction (UDI) in postsecondary education is a relatively new concept/framework that has generated significant support. The purpose of this literature review was to examine existing empirical research, including qualitative, quantitative, and mixed methods, on the use of UDI (and related terms) in postsecondary education. The criteria used to select articles included in this review were: (a) empirical studies in peer-reviewed journals, (b) articles published in 2000 or after, and (c) articles on the use of UDI, Universal Design for Learning (UDL), Universal Instructional Design (UID), and Universal Design (UD) in postsecondary education settings. Eight articles met the search criteria. This limited number of empirically based articles led to the conclusion that more research needs to be conducted on the use of UDI in postsecondary education. The primary recommendation for future research is to operationalize the principles of UDI and investigate its impact on the outcomes of postsecondary education students with and without disabilities. (Contains 2 tables.)
This paper posits that when new technologies in education move beyond their initial stages of development, innovations in curriculum design, teaching strategies, and policies will be driven by the needs of students "at the margin," those for whom present technologies are least effective, students with disabilities, and that all students will be the beneficiaries of these innovations. After discussing the present assistive technologies and their benefits for students with disabilities, the future of universal design for learning is discussed. New technologies are highlighted that are changing our concept of the nature of learning, of media, of the learner, of teaching and learning, and of assessment. The paper concludes that the particular benefits for students with disabilities are that the new technologies will, by necessity, recognize both the reality and virtue of diversity. The technologies of the future will be more, not less, diverse, and they will engage many kinds of learners. It is predicted that the implicit goals of education will change from homogenization to diversification--identifying and fostering the inherent diversity among all students, identifying new kinds of learning, new kinds of teaching, and new kinds of success. (CR)
http://implicit.harvard.edu/ was created to provide experience with the Implicit Association Test (IAT), a procedure designed to measure social knowledge that may operate outside awareness or control. Significant by-products of the website's existence are large datasets contributed to by the site's many visitors. This article summarises data from more than 2.5 million completed IATs and self-reports across 17 topics obtained between July 2000 and May 2006. In addition to reinforcing several published findings with a heterogeneous sample, the data help to establish that: (a) implicit preferences and stereotypes are pervasive across demographic groups and topics, (b) as with self-report, there is substantial inter-individual variability in implicit attitudes and stereotypes, (c) variations in gender, ethnicity, age, and political orientation predict variation in implicit and explicit measures, and (d) implicit and explicit attitudes and stereotypes are related, but distinct. Psychology Accepted Manuscript
Research suggests that many teachers are underprepared for the behaviors that their students may bring to the classroom resulting in challenges to teaching and learning. The purpose of this study was to examine the behavior management content included in preservice teacher preparation programs for general education and special education teachers. Using survey methodology, the researchers collected information from participants about the types of behavior and classroom management strategies and skills included in their preparation programs. Results suggested that pre-service educators were more likely to be taught universal management strategies rather than more specific skills and strategies for increasing or decreasing behaviors. Significant differences were found between alternative certification general education teacher certification programs and college/university special education teacher certification programs in the areas of increasing appropriate behavior and behavioral assessment.
Keywords: behavior management, classroom management, teacher preparation, alternative certification, special education, general education
The field of special education technology is devoted to a variety of activities that ultimately serve to augment, bypass, or compensate for a disability. Much like a kaleidoscope, perceptions of the field may be viewed through the reflection of multiple lenses. The three lenses of innovation, policy, and theory provide a mechanism for filtering, viewing, and using the special education technology research and practice knowledge base. This article examines characteristics of the emerging special education technology knowledge base when viewed through each of the three lenses. The intent is to provide readers with an analysis of qualities found in the emerging special education knowledge base in order to highlight critical issues needed to advance the evidence base of the field through future research, theory, development, policy, and practice.
In this article, Ladson-Billings reflects on the history of her theory of culturally relevant pedagogy and the ways it has been used and misused since its inception. She argues for the importance of dynamic scholarship and suggests that it is time for a "remix" of her original theory: culturally sustaining pedagogy, as proposed by Paris (2012). Ladson-Billings discusses her work with the hip-hop and spoken word program First Wave as an example of how culturally sustaining pedagogy allows for a fluid understanding of culture, and a teaching practice that explicitly engages questions of equity and justice. Influenced by her experience with the First Wave program, Ladson-Billings welcomes the burgeoning literature on culturally sustaining pedagogy as a way to push forward her original goals of engaging critically in the cultural landscapes of classrooms and teacher education programs.
The print version is available through Amazon, etc. but a richer multimedia version (and one that is more accessible) is available freely at:
http://udltheorypractice.cast.org/login
Seventeen years ago Gloria Ladson-Billings (1995) published the landmark article “Toward a Theory of Culturally Relevant Pedagogy,” giving a coherent theoretical statement for resource pedagogies that had been building throughout the 1970s and 1980s. I, like countless teachers and university-based researchers, have been inspired by what it means to make teaching and learning relevant and responsive to the languages, literacies, and cultural practices of students across categories of difference and (in)equality. Recently, however, I have begun to question if the terms “relevant” and “responsive” are really descriptive of much of the teaching and research founded upon them and, more importantly, if they go far enough in their orientation to the languages and literacies and other cultural practices of communities marginalized by systemic inequalities to ensure the valuing and maintenance of our multiethnic and multilingual society. In this essay, I offer the term and stance of culturally sustaining pedagogy as an alternative that, I believe, embodies some of the best research and practice in the resource pedagogy tradition and as a term that supports the value of our multiethnic and multilingual present and future. Culturally sustaining pedagogy seeks to perpetuate and foster—to sustain—linguistic, literate, and cultural pluralism as part of the democratic project of schooling. In the face of current policies and practices that have the explicit goal of creating a monocultural and monolingual society, research and practice need equally explicit resistances that embrace cultural pluralism and cultural equality.
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