An inclusive design begins with various options of appropriate for materials and assessments that challenge learning barriers. This learning design critiques against the ‘average learner’ model, and advocates for the recognition of possible challenges that individuals might face when learning. As the primary focus of my groups Interactive Learning Resource, we challenge traditional teaching methods that offer a one-size-fits-all approach to learning, and advocate for the integration of more inclusive teaching designs.
Evident in the image above, the three guidelines of universal design can be referred to as better solutions in our groups Interactive Learning Resource:
- representation
- action and expression
- engagement
First, our resource recognizes and thus represents a plethora of different learning options for students with learning disabilities. We recognize the barriers they may face compared to a student without learning disabilities, and thus offer the inclusion of various learning methods – for example, digital textbooks’ auditory information features. These multiple means of representation provide a variety of selection for the learner to access materials that would specifically benefit them.
Second, when accessing these different options, our group advises for multiple tools to be used for the learner, so they can achieve their full educative potential. There is a variation in the methods they can choose from, which ultimately promotes strategic and comfortable learning. In this way, learners are able to use different resources to demonstrate and exercise their new-found knowledge in their own different ways.
Lastly, compared to traditional teaching methods – such as direct instruction styles – universal design learning is able to capture and maintain the engagement of the learner. Because it is more inclusive to their capabilities, learners are able to optimize, regulate, and sustain what they are learning, and thus better apply it to the demands expected from them. Compared to a teacher-led approach, learners are able to practice self-autonomy in their learning, and avoid facing limitations that disadvantage their learning potential.
References
Meyer, Anne, et al. Universal Design for Learning: Theory and Practice. CAST Professional Publishing, an Imprint of CAST, Inc., 2014, UDL Theory Practice, retrieved from: udltheorypractice.cast.org/
