A Reflection of UDL

Universal Design for Learning (UDL) stands at the forefront of contemporary efforts to create access to educational curricula for all students, including those with disabilities. The "universal" in UDL does not mean there is a single solution for every student. Instead, it emphasizes the need for flexible approaches to teaching that meet the needs of different kinds of learners.   Many teachers already use the principals of universal design for learning and the techniques without even knowing it.  A good teacher already provides multiple examples, highlights critical features, provides multiple media formats, and supporting background knowledge. (Rose,, D., & Meyer, A. (2002)  Creating a lesson using the UDL format was relatively simple for me personally.  As a special education teacher I am constantly looking for a variety of ways to engage and teach to a variety of learning styles.  I often “take what I can get” from any of my students.  They may choose to draw a picture, create a chant, create a picture presentation on the computer.  I don’t really care how they give me what they have learned as long as they give me something.  I think that is what UDL is all about.  This way of teaching allows a teacher to leave behind so called “traditional” teaching behind.  It allows a teacher to accept any form of work a student will produce and encourages students to be creative and more importantly to think for themselves.  Of course, guidance will always be needed and it may take some “training” for the students to learn what acceptable work looks like.  

Technology can support much of the effort toward curriculum access, participation and progress. Technology increases independence, personal productivity and empowerment. It can facilitate the kinds of interactions that occasion instruction, and it can transform static curriculum resources into flexible digital media and tools (Jackson, R. M., 2004).  I incorporated a variety of technology solutions into my team’s scenario solution that could be utilized based on the variety and severity of disabilities encountered in the classroom.  I also included a separate page on our website addressing a more inclusive range of solutions, from assistive technologies to highly conventional personal computers.  It can be difficult to know what to use to meet a student’s specific needs, so having a variety of options to choose from can be beneficial.  As I started compiling the list I was surprised at how extensive the list is.  Technology is constantly advancing, so too is the list of resources that can meet the needs of special education.

Citation:

Teaching Every Student in the Digital Age: Universal Design for Learning, Chapter 6:  Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Jackson, R. M. (2004). Technologies supporting curriculum access for students with disabilities. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved [insert date] from http://aim.cast.org/learn/historyarchive/backgroundpapers/technologies_s...

Motivated to Integrate Technology

Many teachers are reluctant to integrate technology because they are so unfamiliar with what all they can accomplish.  The teachers on my campus have repeatedly stated that they “just aren’t technology people.”  My question is how are they going to become “technology people” unless they start playing around with the technology that is available to them?  How can we motivate these teachers to become more technologically advanced?  The McREL Technology Initiative (MTI) reports that teachers are more motivated to continue to seek ways to integrate technology when the teacher feels comfortable with the technology and creates their own instructional projects. (Pitler, pg 4).   If the technology is made available, should administrators require teachers to complete technology projects?  Even beginners benefit from a project-based, hands-on approach. 

The problem facing most classroom teachers is the lack of time.  Learning to use technology in instruction is almost like learning a whole new curriculum.  It takes time and effort, usually in addition to the time already required from them.  If meaningful incentives are provided teachers may become more motivated to take the time to learn and create their own projects.  The teachers that have taken the time to learn and implement technology in their instruction have reported enhanced student learning and a significant increase in student-centered group based projects (Pitler, pg 33).  If student-centered learning is our objective, wouldn’t this be a good step in the right direction?

Citation:

McREL Technology Initiative: The Development of a Technology Intervention Program Final Report Pitler, H. (2005). McRel technology initiative: The development of a technology intervention program final report (Contract Number ED-01-CO-0006). Aurora, CO: Mid-Continent Research for Education and Learning.

Good Teachers Already Use UDL

Many teachers already use universal design for learning techniques without even knowing it.  A good teacher already provides multiple examples, highlights critical features, provides multiple media formats, and supporting background knowledge. (Rose,, D., & Meyer, A. (2002)  Creating a lesson using the UDL format was relatively simple for me personally.  As a special education teacher I am constantly looking for a variety of ways to engage and teach to a variety of learning styles.  I often “take what I can get” from any of my students.  They may choose to draw a picture, create a chant, create a picture presentation on the computer.  I don’t really care how they give me what they have learned as long as they give me something.  I think that is what UDL is all about.  This way of teaching allows a teacher to leave behind so called “traditional” teaching behind.  It allows a teacher to accept any form of work a student will produce and encourages students to be creative and more importantly to think for themselves.  Of course, guidance will always be needed and it may take some “training” for the students to learn what acceptable work looks like. 

Citation:

Teaching Every Student in the Digital Age: Universal Design for Learning, Chapter 6:  Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Why Does Technology Work In The Classroom

According to an article in the Journal of Research on Technology in Education a strong correlation can be made between student self esteem and technology rich classrooms.  Even, as a teacher it never occurred to me to even attempt to correlate the two.  However, after reading this article I contemplated the idea.  It seems a logical conclusion based on the findings, but what is really important to me is why the correlation exists at all. 

The article states “Because students tend to prefer computer learning over traditional instruction (Clements et al., 1993; Kinzie, Sullivan, & Berdel, 1992), and because they appear to perceive technology as a tool to increase the likelihood of school success (Breakwell & Fife-Schaw), a logical conclusion can thus be made that computers and self-esteem are complementary” (Page, 2002).  This is a statement I believe to be misleading.  Students probably prefer the computer to lectures.  Would they still prefer it, if it was a lecture via computer?  Would technology still be viewed as a tool for success if all tests were computer based and they repeatedly failed these tests?  I’m sure any elementary student would prefer an educational computer game to worksheets, but do they prefer it to small group games or projects?

Technology is not the key to learning, nor is it the key to increasing student self-esteem.  Good student-centered teaching practices with a solid teaching objective and strong lesson planning is the key.  Technology can be a valuable tool and should not be overlooked.  There are so many ways it can increase student success.  However, teachers are the most vital instrument we have today.

Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389–409.