The universal design movement began with architecture and product development, calling for designs from the onset that considered the needs of the greatest number of people, eliminating unattractive and expensive additions later.
Following this same framework, the Center for Applied Technology (CAST) has developed the Universal Design for Learning. Three primary principles guide the Universal Design for Learning:
Universal Design for Learning calls for ...
- Multiple means of representation, to give learners various ways of acquiring information and knowledge,
- Multiple means of action and expression, to provide learners alternatives for demonstrating what they know,
- Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.
As teachers, we often worry and consider the needs of our special education students. How are they going to access the curriculum? How are they going to pass this or that assessment? CAST insists the three principles need to be considered before we even design a curriculum, lesson plans or assessment. Instead of retro fitting the curriculum to the students needs after the fact, how about we take it all into consideration before we begin? Like the beautiful building pictured here, the ramp has been used in the design to enhance it. Universal Design for Learning will do the same for all students, enhance their learning making curriculum, lesson plans and assessments more accessible.
Want to learn more? Check out their website.
http://www.cast.org/teachingeverystudent/
The concepts and ideals of UDL and CAST are valid and would lead to more success for those with challenges in accessing the curriculum. What I actually encounter, however, as a special educator, is that despite these initiatives having been around for quite awhile, that much of the time it is business as usual. I guess it is our individual duty to be the change that we want to see, but strong leadership would really help too! A lot of the time, here in Maine, the parents of students with disabilities seem to be from a demographic not given to strong advocacy for their students...at least up here in the 'other' Maine. I think this has something to do with why there hasn't been a lot of movement toward embracing and implementing the UDL widely.
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