Universal Design for Learning (UDL) calls for incorporating multiple methods of representation, engagement, and expression in our lessons (National Center on Universal Design for Learning, 2014). Robust planning and flexible execution of lessons allows for all students to be successful in each activity. As online schools and classrooms should also aim to consider the guiding principles of UDL, the following adaptations would be beneficial to technology-integrated lessons.
I. Provide Multiple Means of Representation
Guideline
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Description
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Suggested Adaptations
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Perception
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Customizing visual and auditory information by adjusting placement, contrast, size, volume, rate, style, or emphasis.
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1. Using good design principles in creating or seeking out websites for students to use
2. Create and turn on captions with YouTube videos
3. Use libraries of described or captioned media titles (www.dcmp.org or signed stories www.signedstories.com)
4. Instructing students how to customize their computer experience with accessibility features (www.microsoft.com/enable/products/windows8 or www.apple.com/accessibility/osx)
5. Posting only focused, relevant information to websites or documents that students are working with (e.g. www.readability.com (viewing stripped down webpages))
7. Access and use of text-to-speech generators (such as Voki)
8. Access to Screen Readers
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Language, expressions,
and symbols
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Provides options for diverse languages spoken, and clarity with graphic representations and cultural symbols.
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1. Offer embedded translators, dictionaries, glossaries, or thesauruses (e.g. www.dictionary.com, www.ronblond.com/MathGlossary, www.word2word.com, Google Translate)
2. Include a graphic or pictorial equivalent when possible (e.g. Google Image search or http://blachan.com/shahi)
3. Use concept webs and charts to show relationships (to break down complex ideas) (e.g. www.visuwords.com)
4. Add supplementary web links to support understanding of new terminology.
5. Pre-teach domain-specific vocabulary/symbols
6. Add visual structure to a document with a formal outline note-taking format.
7. Suggest note-taking tactics and idea organizers to all students.
9. Aid students in using text-to-speak software and finding books with associated audio files.
10. Present potentially complicated or new information in multiple forms (videos, comics, artwork, charts, etc.)
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Comprehension
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Helps students actively retrieve and make use of their knowledge.
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1. Create and utilize anchor charts to activate prior knowledge. Keep them in a common and easy-to-access location.
2. Use wikis, concept maps, and KWL charts (http://bubbl.us, www.exploratree.org.uk, mywebspiration.com)
3. Model and provide analogies to build to more complex understanding.
4. Connect to the “real world” context (look for current event connections with primary sources or news outlets)
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II. Provide Multiple Means of Action and Expression
Guideline
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Description
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Suggested Adaptations
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Physical action
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Allow for customized response “input methods” and navigation, such as rate, timing, and range of motion.
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1. Provide alternatives to mouse control, such as interactions with fingers, voice control, adaptive keyboards, switches, or joysticks. (e.g. www.cameramouse.org, Virtual Keyboard, (see accessibility options in the “perception” guideline).
2. Teach students keyboard commands and other “quick” strategies for accessing information in alternative ways.
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Expression and communication
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Allow students express knowledge, ideas and concepts in the way that is most natural and successful for them.
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1. Create multimedia learning artifacts using text, speech, illustrations, music, film, art, etc. (e.g. Animoto, VoiceThread, PowToon, Scratch, Glogster, Exploratorium)
3. Incorporate social media
4. Allow word-prediction software and/or text-to-speech software (e.g. Dragon Dictation)
5. Scaffold with calculators, outlining tools, concept maps, etc.
6. Encourage students to use spell- and grammar-check
7. Provide feedback from teachers and peers (with collaborative document creation (e.g. Google Docs))
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Executive function
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Manage mental functions such as planning, setting goals, and monitoring by controlling short-term or lower-level responses, so that processing skills are more efficient.
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1. Set goals with students in an explicit way. Use tools such as shared calendars to organize timelines and stay on track.
2. Post syllabus, rubrics, checklists, schedules, and important documents for students to easily access when they need to
3. Use portfolios (or student-created websites) as assessment measures.
4. Suggest study guides to improve student strategies (e.g. www.studygs.net/timman.htm or coe.jmu.edu/learningtoolbox/index.html)
5. Show how students can organize resources with bookmarking programs, such as Evernote or Diigo
6. Ask students to reflect on the learning process through blogging, self-assessment, and reflection.
7. Help students see their progress over time with graphed results.
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III. Provide Multiple Means of Engagement
Guideline
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Description
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Suggested Adaptations
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Recruiting interest
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Engage and sustain student interest through choice, relevance, authenticity, and autonomy.
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1. Allow students to make a lot of decisions about their learning products and activities
2. Design curriculum to incorporate Project-Based Learning.
3. Help students stay current with authentic real-world connections through RSS feeds.
4. Plan for virtual field trips, role playing, and simulation activities
5. Create class routines so students can manage expectations, but also incorporate novel or surprising situations at times to avoid excess repetition.
6. Teach students study skills that help them focus and filter out distractions.
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Sustaining effort and persistence
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Foster student motivation in an extrinsic way.
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1. State goals and guidelines in a clear way, and remind students of the benefits of the outcome
2. Create rubrics (e.g Rubistar) to guide student productivity and application.
3. Assign group tasks with clear goals and roles, and otherwise encourage peer interactions
4. Establish an incentive program for positive behavior or performance.
6. Provide constant, focuses, and personalized feedback
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Self-regulation
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Empower students to self-regulate their motivation (intrinsically) by teaching strategies explicitly.
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1. Ask students to set personal goals in a structured way.
2. Increase the frequency of self-reflection activities
4. Ask students to chart their own progress to increase personal motivation
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Consider checking out this great interactive and informational tool: http://udlwheel.mdonlinegrants.org for further discussion and examples.
At the end of the day, these accommodations are essentially just good educational design practices. They reduce barriers of varying types and degrees, whether physical, emotional, cognitive, or even attitudinal. They take into consideration the diverse learning styles and preferences of all students. All of the guidelines above offer scaffolding, in different forms, to meet learners “where they are at” and help them progress or access information accordingly. UDL accommodations also set up students to take greater accountability for their own learning by advocating for themselves, troubleshooting to find a better alternative, or better understanding how they personally learn in the most efficient and effective way.
Resources
National Center on Universal Design for Learning. (2014). UDL Guidelines - Version 2.0: Examples and Resources. Retrieved from http://www.udlcenter.org/implementation/examples
CAST. (n.d.) Learning Tools. Retrieved from http://cast.org/learningtools/index.html
CAST. (n.d.) Lesson Builder. Retrieved from http://lessonbuilder.cast.org
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