Week 5: Universal Design for Learning and Intellectual Disability.

 

Universal Design for Learning is a framework that allows for meaningful inclusion of students with an intellectual disability within a general education classroom. Currently, most aspects of UDL are predominantly being researched and monitored within self-contained classrooms by looking at instructional activities for students with disabilities (Rao et al., 2017). Students who have an intellectual disability, also known as ID, are typically placed in classrooms segregated from the general student population. The only time that students with an ID interact with students who do not are at lunch, recess, and/or times where nonacademic learning is taking place. The overall structure of the Universal Design for Learning platform is that it addresses variability in learning by highlighting the multiple ways people process, express, and engage with the information presented (Rao et al., 2017).

            The framework is based upon three principles. These principles are as follows, multiple means of representation, multiple means of action and expression, and multiple means of engagement. It is a method that educators can and should use in their planning and instruction. The article that I chose to read and analyze focused on UDL and Intellectual Disability, highlighting what we already know and what the research community should aim to know. This article expressed that there should be a focus on how and what students are taught, not necessarily just where. All instructional components should be accessible in technology and pedagogy for all students in all classrooms (Rao et al., 2017).

It is disappointing to note that many articles address how the Universal Design for Learning framework is beneficial for students with intellectual disabilities, there are very few empirically designed studies on the application of this framework. One study that was mentioned within the article was aiming to look at how using Literacy By Design (LBD) technology-based learning environment aligns directly with the UDL framework principles to compare learning outcomes of students. The overall conclusion from this quasi-experimental study was that students who received the LBD interventions made greater strides than students in a traditional reading group (Rao et al., 2017).

For the implementation of UDL principles to be effective, teachers should identify their overall instructional goals and then incorporate various UDL principles within. These UDL principles can be beneficial for students with and without intellectual disabilities and can reduce barriers throughout the classroom leading to engaging and meaningful educational opportunities (Rao et al., 2017). Universal Design for Learning has come a long way but still needs to be better incorporated into teachers’ pedagogy and lessons far more. Including components of the UDL framework in lessons will provide an inclusive and more enriching educational experience for all students, not just students with an ID.

Within the lesson that I am developing, there are multiple UDL principles embedded. Students are given multiple means of representation for the information being presented. For instance, the students look at data through the use of a simulation. Students also have multiple means of engagement due to them working in groups, following along with student-led and teacher-led discussions as well as providing all students with both online and print resources for learning purposes. With my lessons, I typically break down vocabulary for the sheer purpose of the fact that scientific vocabulary is difficult for all students; not just students with intellectual disabilities.

After visiting CAST Universal Design for Learning, I feel like the two strategies that jumped out at me are clarifying vocabulary and symbols by providing pictures along with text which I do frequently, and also fostering collaboration and community by instilling group and/or partner work within lessons. Within science so much of the learning comes from a discussion with peers and I tend to foster that type of learning in my classroom often.

 

Resources:

Rao, K., Smith, S. J., & Lowrey, K. A. (2017). UDL and INTELLECTUAL Disability: What do we know and Where do we go? Intellectual and Developmental Disabilities, 55(1), 37–47. https://doi.org/10.1352/1934-9556-55.1.37