Universal design for learning, an initiative started at CAST (Centre for Applied Special Technology) has slowly began to take hold as educators are beginning to see the value of incorporating supports to make curriculum accessible to all students at the beginning during the design phase instead of as an afterthought. (Rose & Meyer, 2002; Rose, Meyer & Hitchcock, 2005).Based upon the architectural principles of making a building accessible, it makes sense to have a universal design on curriculum to make it more accessible. The framework for UDL, as set up by CAST, has three principles:Multiple means of representation,multiple means of action and expression,multiple means of engagement(CAST, 2010).This means that students are not confined to a “one size fits all” education, but are able to access the curriculum through a number of modalities, then demonstrate their understanding in more than the traditional multiple choice and essay type assessments.It also means that students are not restricted to narrow parameters for engaging with the material.A literature review of this framework, and the research being conducted, demonstrated promising results in the K-12 and post secondary systems.
The following articles were explored to create an annotated bibliography of views from some of the experts in the field as they consider how technology impacts the integration of UDL into learning environments to make the curriculum more accessible for those who need it.Perhaps just as important, it allows all students better access.This can be important to the student who experiences difficulty reading as well as the underachieving gifted student. These articles are not presented by date or in order of importance, but in alphabetical order.It is not a comprehensive exploration, but the beginning of a journey to build knowledge about universal design for learning as a precursor to a research proposal.
Edyburn, D.L. (2006). Failure is not an option: collecting, reviewing and acting on evidence for using technology to enhance academic performance. Learning and Teaching with Technology,34(1), 20-23.
Dave Edyburn, professor in the Department of Exceptional Education at the University of Wisconsin-Milwaukee, brings considerable expertise because of his research in teaching, learning and technology. Dr. Edyburn discusses the achievement gap in schools and how some practices in schools contribute to this dilemma through his exploration of lessons learned in the course of research about achievement and encourages those in the field to consider how technology can be a performance support. He recognizes that a bias still exists about using supports and some view “naked independence” as the true reflection of capability and use of any kind of support is equivalent to “cheating”.It means re-evaluating the traditional perspective about measuring learning including the traditional ranking of students based upon narrow assessments.It means reconsidering the concept of fairness which traditionally means “everyone gets the same”(p. 23)
Using technology to scaffold learning provides struggling learners an opportunity to enhance their performance. Does it mean that they do not have to work hard or that they are just given the marks? Edyburn is not promoting this notion, rather the notion that students are provided with what they need to perform a task. Further research into how the design of specific learning activities can change the outcome for struggling learners will promote the idea that the flaws are not solely on the shoulders of the student, but also on the curriculum and assessment of curriculum.
Morra, T. & Reynolds, J. ( 2010). Universal design for learning: application for technology-enhanced learning. Inquiry, 15(1), 43-51.
Morra, associate professor of communications at Northern Virgina Community College and Reynolds, professor emeritus at NVCC, discuss the framework of the CAST model of UDL and consider how these principles may impact the design of courses in terms of incorporating technology.They explored the changes that have occurred for delivery of courses especially the blended or online models, reviewing options for infusing UDL.
Technology enhanced environments offer opportunities that were not available in traditional classrooms. Morra and Reynolds believe “the stage has been set to transform how information is presented to learners.” (p. 45). These affordances require careful reflection about how to best meet the needs of students especially in light of the “ever-changing needs of a wide variety of learners.” (p.49). Further research in how transformations are occurring in education is required to have sound evidence about the impact which will allow better philosophical decisions to be made about delivery.
Meo, G. (2008).Curriculum planning for all learners:applying universal design for learning (UDL) to a high school reading comprehension program.Preventing School Failure, 52(2), 21-30.
Grace Meo, as director of professional development and outreach services for CAST, has researched the how UDL can be successfully implemented into classrooms.In this article she describes a “blueprint” for developing curriculum that has UDL principles using PAL or planning for all learners.It helps teachers have four step plan for setting goals, analyzing the methods, materials and possible barriers, applying UDL to the unit plan through consideration of materials and methods that can be used and finally teaching the lesson while evaluating its success.Each step is a collaboration between “regular” classroom teachers and special education teachers.She profiles a case study about using this strategy as well as the project highlights.
Meo recommends that “teachers explicitly teach and apply effective comprehension strategies within the context of teaching the content” (p. 27) and the framework for this should be UDL.Given that “one size fits all” has not really been successful for many students, not just those with special needs, continued research into the effectiveness of UDL, is clearly necessary as this initiative is moved forward.
Pisha, B. & Coyne, P. (2001). Smart from the start: the promise of universal design for learning. Remedial and Special Education, 22(4), 197-203.
Dr. Bart Pisha is the Director of Reseach at CAST. He is co-principal investigator for the office of special education programs. Dr. Pisha has a documented learning disability. Dr. Peggy Coyne works with CAST as a research scientist and a senior professional developmnent associate who holds UDL institutes throughout the year. In this article, Pisha and Coyne explore how UDL can positively impact learning for students through consideration of supports for all learners at the design stage. This paper looked at a CAST project, the Strategic Reader e-textbook project (p. 200) and how the conclusion of this particular project produced guidelines for using digital text. These guidelines included the following: "support for the recognition of patterns, support for use of strategies, support for engagement", all based on the UDL principles. Pisha and Coyne's recommended that further research be conducted to better understand the implication of digital text. This article, written nine years ago, concluded that materials "that are smart from the start" will offer better opportunities for students with special needs.There has been progress made in this area of research.This article offers an historical perspective of a decade ago.
Rose, D. & Dalton, B. (2009).Learning to Read in the Digital Age.Mind, Brain & Education, 3(2), 74-83.
Both David Rose and Bridget Dalton have extensive backgrounds in the area of universal design for learning through their involvement with CAST.They continue to research many questions in this area.This particular article explores how technology may be the impetus required to create more effective differentiation of reading materials since it has the “potential to radically transform the ecology of teaching and learning”(p74)It explores the historical context of printed text and how the “one size fits all” has not been supportive of what we now know about learning.They review the exciting developments afforded through new imaging technology that allows researchers to study the brain and how it reacts to learning and more specifically, “what parts of the brain are most active in reading?” (p. 77).
As Rose and Dalton stated, “digital text is flexible” (p.79) and it can be manipulated to suit the individual needs of a student, including semantic tagging and embedded scaffolds.They discuss how UDL principles of representation, expression and engagement can be realized.Recent research has shown positive results about the use of digital text to create opportunities for students.Further research into the personalization of learning will continue to build evidence that can be used to transform educational practice.
References
Edyburn, D.L. (2006).Failure is not an option: collecting, reviewing and acting evidence for using technology to enhance academic performance.Learning and Teaching with Technology,34(1), 20-23.
Meo, G. (2008). Curriculum planning for all learners: Applying universal design for learning (UDL) to a high school reading comprehension program. Preventing School Failure, 52(2), 21-30.
Morra, T. & Reynolds, J. ( 2010). Universal design for learning: application for technology-enhanced learning. Inquiry, 15(1), 43-51.
Pisha, B. & Coyne, P. (2001). Smart from the start: the promise of universal design for learning. Remedial and Special Education, 22(4), 197-203.
Rose, D. & Dalton, B. (2009).Learning to Read in the Digital Age.Mind, Brain & Education, 3(2), 74-83.
Rose, D.H. (2000). Universal design for learning. Journal of Special Education Technology, 15(1), 67-70.
Rose, D.H. & Meyer, A. (2006) A practical reader in universal design for learning.Cambridge, MA
Rose, D.H. & Meyer, A. (2002). Teaching every student in the digital age: universal design for learning.Alexandria, VA.
Rose, D.H., Meyer, A., & Hitchcock, C. (Eds.). (2005) The universally designed classroom:accessible curriculum and digital technologies. Cambridge, MA.