Rapple "Scholarly Communications and the Sustainable Development Goals"
Teaching All Students with Universal Design
1. Teaching & Learning for All:
Universal Design for Learning
Dr. Donna McGhie-Richmond
Associate Professor, Educational Psychology and Leadership Studies
Faculty of Education, University of Victoria, Victoria, BC Canada
2. Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
GOAL
3. Teaching & Learning for All
Brief overview of Canada-Ukraine
Research/Development Project
Universal Design for Learning Pedagogy
in Teacher Education
Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
4. 5-Year Canada (2008-2013) – Ukraine
Collaborative Initiative to Introduce Inclusive
Education
Inclusive Education for Children with Disabilities in
Ukraine
Goal: Develop capacity to implement inclusive education for
children with disabilities in Ukraine.
Develop from highly medical to social, rights-based,
inclusive model
Civil Society
Policy
Education
Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
5. Education
Development & sharing of 5 teacher education courses &
resources
Introduction to Inclusive Education
Collaboration
Differentiated Instruction
Assessment and
Leadership
Consultative / collaborative work in 2 Project schools (Lviv &
Simferopol) develop as models and regional practical centres for
support
Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
6. Challenges
Negative attitudes towards people with disabilities
Theory-policy-practice gap
Developing a common understanding
Terminology (inclusion, disability, roles)
Understanding the context (defectology;
Language barriers
Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
7. What worked (Successes)…
positive attitudes
teacher education
appropriate resources
enabling policy and
legislation
family support
good pedagogy
leadership
collaboration
a system-wide,
organized approach
Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
8.
9. Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
10. Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
11.
12. Universal Design for Learning Pedagogy
in Teacher Education
McGhie-Richmond, D., & Sung, A. (2013). Applying universal design for learning to
instructional lesson planning. International Journal of Whole Schooling, 9(1), 41-57.
Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
13. Snapshots
Some Lesson Changes & Teacher Reflections
Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
14. Teacher Reflection…
So I began to think of ways students could create/compose a
story without handwriting. My thoughts developed like this –
tell it orally and have someone scribe it (possibly, if there are
enough people to scribe), have the students type it on the
computer (but what if they physically could not use the
keypad or don’t have the typing skills?), then possibly acquire
the software for speech-to-text or a mouse camera. There are
so many possibilities! …I immediately made my first change
to the lesson plan – ‘writing’ became ‘composing’ (Practicing
Teacher 2).
Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
15. Snapshot of Change… (Pre-Service Teacher)
Question: If that’s how heat moves in solids, how would heat transfer in
liquids and gasses work? (these particles are further apart, not in
constant contact)
Demo:
10 min/25 min
Convection tube demo
Fill with water, turn on the heat. Ask the students to explain what is
happening. Add food colouring to the top to demonstrate the motion of
the convection current.
Give students two minutes to fill in notes on diagram.
From teacher demo…
16. To student inquiry …
Question: If heat moves in solids by particles bumping into each other, how
would heat transfer in liquids and gasses work? (these particles are
further apart, not in constant contact)
Flip Guide for
Station Two:
Convection – the transfer of energy by the movement of particles in
fluids
In the lava lamp, the fluid on the bottom gets heated, particles move
faster, spread apart, and density decreases. This substance then moves
to the top, cools, and then sinks. It is then heated again, creating a
circular motion. This is called a convection current.
(include annotated drawing with arrows)
*Interactive Lab: Students will work through stations
in pairs or in groups of three to complete
worksheets
17. Teacher Reflection…
Self-determination is optimized in this lesson through
the sheer variety of assignments and the autonomy
of the student within the assignments. Throughout the
lesson the student has to assume responsibility for
their learning and also share their understanding with
others. By also providing a variety of means of
representation the learners can access a variety of
means of expressing which also heightens
engagement.
18. Teacher Reflection…
In the beginning it can be more work for the
teacher, but as it becomes a natural process,
Universal Design lesson planning will be the
best thing that ever happened, and you won’t
even remember any other way
(Practicing Teacher 10).
Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
19. I actually considered my original lesson
planning to be quite applicable to most
students…. I now realize it was not very
accommodating to diverse learners.
The end result is an opportunity for students
to grapple with concepts that are far more
meaningful, abstract and challenging than
any that were touched upon by the original
lesson.
While some of the adaptations were small in the whole scheme of the
lesson plan, the impact they would have to students with barriers to
learning would be enormous.
The biggest block for me was knowing that
in that actual class I had a student in a
wheelchair who never came to class. I had a
student who I was never even given the
opportunity to reach, or to design for. I think
everything we did could have been
accessible to this person, and I’m frustrated
by that I didn’t do more then.
The lesson became more motivating for
students – and myself as a teacher.
Teachers believe they have to radically
change everything in their classroom or
lesson plans, but it really only takes small
changes to make a large impact in trying to
reach as many students as possible who
learn differently.
It was relatively easy to
modify the lesson plan and
‘tweak’ it in certain ways
that would be relevant and
useful to all learners.
There are times when you
don’t know each and every
student to their full depth so
to keep the lesson open to
as many students as
possible will be very
beneficial.
20. Teacher Reflection…
The most surprising thing I have learned… is
that teachers who are effective at including
students with special needs in their
classrooms are likely to be superior teachers
for all their students (Practicing Teacher 5).
Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
21. Walking the Talk in Teacher Education
Major Assignment (35%)
This assignment is designed to support your exploration of a topic of interest related to your
professional development goals for undertaking this program and relative to the concepts
covered in this course. You should be thinking about your final assignment as you reflect on
your learning and work through the readings, mini-assignments, and discussion forums. Note
that you may work in pairs or a group of 3 (max.) based upon mutual interests and goals. We
understand that there is considerable diversity in this class in terms of professional
knowledge, skills, and experience, therefore the format of the major assignment will likely
vary. You may choose one of the following:
Literature Review on topic of interest [e.g., students with particular identified needs;
particular instructional intervention (i.e., Differentiated Instruction, Response to Intervention,
etc.); or process (i.e., assessment, collaboration, etc.).
Case Study (e.g., student with or without ‘identified’ need; challenging collaboration; etc.)
Student Profile & Individual Education Plan
Differentiated instruction lesson and reflection
Apply UDL principles and guidelines to a lesson/unit plan
Design professional development on related topic for teachers within school or district
Prepare a formal proposal to develop a new program within your school or district
Other? Submit a ‘proposal’ for options 6-8 or another idea outlining what you have in mind
and we can discuss the parameters and requirements for the assignment.
22. ‘Anyone can teach a child who is a good learner.
But it makes us who we are as teachers when we
bump into kids who struggle. That’s when you
have to work for it.’
Wendy Payne, Strawberry Vale School, Victoria, BC; 2009 Winner of
Canada’s Outstanding Principals Award
‘The reason that we work with people who have
disabilities is because we want to reform
education for everybody.’
David Rose, CAST
Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
23. Some Teaching Resources
Centre for Applied Special Technology
The UDL Guidelines
About Universal Design for Learning
National Centre on Universal Design for Learning (Will be updated June 30th)
UDL Guidelines Examples and Resources
UDL Implementation: A Tale of Four Districts
Resources
Gargiulo, R.M., & Metcalf, D. (2017). Teaching in today’s inclusive classrooms: A
universal design for learning approach. (Third Edition). Belmont, CA: Wadsworth,
Cengage Learning. (Recommended for Undergraduate-level teacher education)
Gordon, D., Meyer, A., & Rose, D. & (2014). Universal design for learning: Theory and
practice. CAST Professional Publishing, Wakefield, MA. (Recommended for Graduate-level
teacher education; online and text version)
Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
24. References
Hartmann, E. (2011, September). Universal design for learning. Practice
perspectives – Highlighting Information on Deaf-Blindness, 8, 1-4.
Loreman, T., McGhie-Richmond, D., Kolopayvea, A., Tarenchenko, O, Mazin, D.,
Crocker, C., & Petryshyn, R. (2016). A Canada-Ukraine collaborative initiative for
introducing inclusive education for children with disabilities in Ukraine: Participant
perspectives. School Effectiveness and School Improvement, 27(1), 24-44.
McGhie-Richmond, D., & Sung, A. (2013). Applying universal design for learning to
instructional lesson planning. International Journal of Whole Schooling, 9(1), 41-
57.
Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
25. More examples…
Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
26. Snapshot of Change
(Practicing Teacher)
Summative Assessment
Original lesson “If they couldn’t
do it, then I
should mark
them
accordingly—
fair and
square.”
Information 10
Creativity 5
Neatness/Effort 5
TOTAL 20
28. Reflection
[Previously] I believed that it was necessary for students to
adapt to my teaching— I saw my job as providing them with an
option for meeting the learning outcomes. If they couldn’t do it,
then I should mark them accordingly—fair and square. If
someone had told me I could make the lesson “universal,” I’m
not sure I would have, or even could have, believed that person.
I was teaching almost unconsciously—despite the best
intentions, and a huge commitment to providing my students
with what they needed, more than anything else, my instruction
was informed by the way I myself had been taught.
(Practicing Teacher 8)
Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
29. Dr. D. McGhie-Richmond, Inclusive Education: Steps to the Future, Invano-Frankivsk, Ukraine, June 25, 2018,
Presented at Summer School
«Inclusive Education: steps to the future»,
June 25 – 28, 2018, Vygoda, Ukraine.
Editor's Notes
Students AND Teachers learn through diversity.
Define inclusion as the Goal: Distinguish it from Exclusion, Segregation, Integration
Presentation Overview
Shared culminating research article.
The development of five teacher education courses (pre-service and in-service) for
implementation in teacher education and professional development institutions.
Courses were in the areas of introduction to inclusive education, collaboration,
differentiating instruction, assessment, and leadership (a paper on the development of
the leadership course has previously been published by Webber & Scott, 2009 ).
● Facilitating regular cross-national conferences involving a wide variety of stakeholder
groups (parents, educators, administrators, etc.) addressing themes pertinent
to inclusive education.
● Development and distribution of Ukrainian language print and video resources
designed to assist educators to implement inclusive education.
● Intensive consultative and collaborative work in two “ project schools” in Lviv and
Simferopol with the aim being to transform them into inclusive schools in order to
act as models and regional practical centres for assistance with inclusive education.
● The employment of a coaching model, with Canadian teachers working collaboratively
with Ukrainian teachers in Ukrainian classrooms.
● An observational visit to Alberta schools, universities, and government offices
involving Ukrainian teachers, school administrators, and government officials.
As with any project, there were successes and challenges.
Aligns with the research literature on what underlies and is necessary to support inclusion of students with disabilities.
Positive attitudes and beliefs about ability: ability of the students; teacher’s own self-efficacy, belief in ability to teach all students
School and school district leadership and support
Collaboration – it takes a team at many levels – resources re: time, finances, support for professional development
Takes TIME
Proactive, first step in designing lessons for all students – knowing classrooms will be diverse
These principles and guidelines acknowledge that learner diversity is to be expected in the classroom and support teachers to proactively plan for this diversity at the development stage of instructional unit and lesson planning.
Three principles each with 3 guidelines underpin the Universal Design for Learning educational framework.
Based upon what we know about how children and youth engage (the why of learning); how they recognize input or stimuli (the what of learning), and how they act on what they are learning (the how of learning)
Moving away from a one-size-fits-all curriculum and instruction model towards a diverse and inclusive model, Universal Design for Learning provides a framework for developing “best or effective practice” instructional adaptations. It highlights principles and guidelines that operationalize instructional planning for the benefit of all students.
Moving away from a one-size-fits-all curriculum and instruction model towards a diverse and inclusive model
Universal Design for Learning arose from the concept of Universal Design within the field of architecture.
The term was applied to the idea of designing and creating new structures and public places in a way that was accessible to all from the beginning (Mace, 1998).
Examples of Universal Design that have become commonplace and a benefit to all include curb cuts, automatic doors, and building ramps.
Universal Design holds that everyday items are designed to be useful to a variety of users.
Other examples include word processing software (information presented in multiple ways – visual, oral, textual; closed captioning on video displays, and symbols representing washrooms and other common facilities that provide access to the widest range of users possible.
Universal Design for Learning is one focus of our teacher education programs at the undergraduate level both with pre-service teachers – those who are learning to become teachers, as well as practicing teachers –those who are already teachers and are enrolled in our online Professional Specialization Certificate and Diploma in Special/Inclusive Education Program.
I along with a graduate student, undertook a study where we analyzed the changes that were made to instructional lessons after being taught and applying UDL.
We also wondered what connections the participants made between the process of applying UDL to their lesson planning and what they learned as a result.
The participants selected their own previously taught lesson plans from their curriculum areas of expertise (i.e., language arts, math, science, social studies).
Referring to the Universal Design for Learning principles and guidelines, the participants critiqued their prior lesson plans and re-developed new ones to include wide ranging learning needs of all students in the classroom.
A Universal Design for Learning document outlining each principle and guideline was provided that included space for participants to write notes, critique, and provide evidence for considering diverse learning needs and each Universal Design for Learning principle and guideline.
The participants were asked to provide a brief (i.e., 1-2 page) reflection on the critique process and their learning relative to the learning outcomes of the assignment
Example of Multiple Means of Expression
How might you change this lesson to support student engagement, participation?
Example of Multiple Means of Engagement
What makes this change an example of Universal Design for Learning?
Example of Multiple Means of Engagement, Expression
How students reflect on their process of improving lessons using UDL: COMMENTS extracted FROM McGhie-Richmond & Sung, 2013.
Learning to understand and address the needs of students who are in the margins of our classrooms leads to more effective teaching for all students.