The document discusses creating an accessible curriculum. It defines an accessible curriculum as one that considers the diversity of learners and designs flexible lessons and assessments. The Universal Design for Learning (UDL) framework is introduced as a way to reduce barriers and make instruction engaging for all learners. UDL focuses on providing multiple means of representation, engagement, and action/expression. Specific strategies are outlined, like varying teaching methods and allowing different ways for students to demonstrate mastery. The key is to anticipate learner variability and use principles of UDL to create an inclusive environment for all.
Universal Design for Learning is rooted in the principles of accessibility, equity, and flexibility. It recognizes that every student is unique, with varying strengths, preferences, and challenges.
Universal Design for Learning is rooted in the principles of accessibility, equity, and flexibility. It recognizes that every student is unique, with varying strengths, preferences, and challenges.
Teacher Competences Fostering Universal Design for Learning and InclusionAlan Bruce
Description of the themes and issues in UDL (Universal Design for Learning) as used in the Workshop in the LINQ Conference 2014 in Rethymnon, Greece on the EU Comenius UDLnet project.
Universal Design for Learning (UDL) has emerged as a transformative approach in education, breaking down barriers and creating inclusive environments for diverse learners.
Universal Design for Learning (Inclusive Education)(UDL).pptxajay maini
Universal Design for Learning (UDL) is an educational framework that aims to provide all students with equal opportunities to learn by accommodating their diverse learning needs and styles. Here are strategies for teaching, learning, and evaluation based on UDL principles:
1. *Multiple Means of Representation (Teaching):*
- Provide information in various formats (text, audio, video, visuals).
- Offer alternative explanations and examples to cater to different learning styles.
- Use inclusive language and diverse perspectives in instructional materials.
2. *Multiple Means of Engagement (Teaching):*
- Incorporate choice and autonomy in assignments and activities.
- Vary the difficulty and complexity of tasks to suit individual readiness levels.
- Foster collaboration and peer learning to increase engagement.
3. *Multiple Means of Expression (Teaching):*
- Allow students to demonstrate understanding in various ways (written, oral, visual).
- Provide clear instructions and rubrics for assessments.
- Encourage creativity and innovation in projects and assignments.
4. *Provide Clear Objectives (Learning):*
- Clearly communicate learning goals and expectations to students.
- Use visual aids like mind maps or checklists to help students track progress.
5. *Scaffold Learning (Learning):*
- Break complex concepts into smaller, manageable chunks.
- Offer support, such as templates or guided questions, as students work on tasks.
6. *Differentiated Instruction (Learning):*
- Adapt materials and tasks to suit individual needs and abilities.
- Offer additional resources for students who need extra help or challenge.
7. *Continuous Assessment (Evaluation):*
- Use formative assessment techniques (quizzes, discussions, peer reviews) to monitor progress.
- Provide regular feedback to help students improve.
8. *Flexible Assessment Options (Evaluation):*
- Allow students to choose assessment formats (e.g., written essay, oral presentation, project).
- Consider alternative assessment methods, such as portfolios or self-assessments.
9. *Accommodations and Accessibility (Evaluation):*
- Ensure assessments are accessible to all students, including those with disabilities.
- Offer accommodations, such as extended time or assistive technology, as needed.
10. *Reflect and Adapt (Continuous Improvement):*
- Regularly gather feedback from students about their learning experiences.
- Adjust teaching methods and materials based on student input and assessment results.
11. *Professional Development (Continuous Improvement):*
- Provide training and support for educators to implement UDL effectively.
- Encourage collaboration among teachers to share UDL strategies and best practices.
By applying these strategies, educators can create inclusive and effective learning environments that cater to the diverse needs of all students.
Thanks and regards
Ajay Maini
Unlocking Equity: Creating Inclusive Learning Environments with Universal Design for Learning by Dr. Timothy Gadson offers invaluable insights into the power of Universal Design for Learning (UDL) in education. This presentation explores practical strategies and real-world examples to implement UDL principles effectively, fostering classrooms where diversity is celebrated, and all learners thrive.
Writing Learning Material and Textbook Level PhD (1).pptxDrHafizKosar
Introduction
In today's schools, it's really important to recognize and celebrate the differences among students. This means making sure that our teaching methods work well for all kinds of learners. We call this "inclusive education," and it's about changing the way we teach so that every student can do their best.
In education, diversity means lots of things, like how each person likes to learn, where they come from, the languages they speak, and how they think. It's not just a nice idea; it's crucial for giving everyone a fair chance at a good education. Adapting our learning materials is a big part of this. It means changing the way we teach to meet the needs of all students.
We can do this by using something called "differentiated instruction." This means tailoring what we teach, how we teach it, and how we test it to fit each student's needs and interests. Everyone has different strengths and challenges, so this helps teachers use a variety of ways to help everyone learn.
Technology today gives us amazing tools to make learning personal. Things like digital platforms, adaptive learning technologies, and interactive resources let us change our teaching to fit how each student learns best. This not only helps students learn, but it also lets teachers give extra help to those who need it.
Adapting learning materials isn't just about differences in how students learn. It's also about including different perspectives, cultures, and histories in what we teach. This makes students feel like they belong and helps them succeed in a world that values including everyone.
As we explore how to adapt learning materials, we'll look at how technology helps, why understanding different cultures is important, and ways to help students with different learning abilities. By embracing the diversity in our schools, we can create an environment where every student can succeed and develop important skills like thinking critically, being empathetic, and loving to learn.
Differentiate Content
Understanding learners and their diverse learning needs is a critical aspect of effective teaching. By recognizing and addressing the unique characteristics, abilities, and preferences of each learner, educators can create a more inclusive and adaptive learning environment. Here are strategies to differentiate content and make learning accessible to everyone:
1. Know Your Students
2. Pre-assessment
3. Flexible Grouping
4. Tiered Assignments
5. Differentiated Instruction
6. Universal Design for Learning (UDL)
7. Varied Resources
8. Technology Integration
9. Scaffolded Instruction
10. Continuous Feedback
11. Encourage Self-Reflection
12. Collaboration with Support Services
1.2 Provide Multiple Levels of Difficulty
1. Clear Organization and Progression
2. Tiered Assignments
3. Visual Aids and Multimedia
4. Varied Reading Levels
5. Flexible Assessments
6. Interactive Learning Activities
7. Supportive Resources
8. Differentiated Instruction
9. Feedback and Revision Opportunities
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(1) Complete Readings on Immigration (#24 and 25, pages 167-193 .docxgertrudebellgrove
(1) Complete Readings on Immigration (#24 and 25, pages 167-193: "Immigration: the Case for Limits" by David Miller and "Is There a Right to Immigrate?" by Michael Huemer). As always, take notes, jot down questions, etc.
(2) For your written assignment, part 1: David Miller argues that states (countries) are justified in limiting immigration. His argument seems to be based on a version of Utilitarianism). State his argument in a valid, modus ponens format (hint: the conclusion should read, "Therefore countries not allowing unlimited immigration is morally right.").
3) Part 2: from page 178, answer questions 1 and 3. Then, on page 193, answer questions 2 and 4.
Week 3 Discussion 1 Introduction to UDL
This discussion is an opportunity for you to apply the principles of Universal Design for Learning (UDL) in the design of instruction and assessment. In essence, UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for all learners. To prepare for this discussion, in addition to reviewing the Required Resources for Week Three, view the CAST (2010) video UDL at a Glance (Links to an external site.)and the Week Three Instructor Guidance where additional assistance for excelling in this discussion and intellectual elaboration about UDL is provided.
Initial Post: Create an initial response that addresses the following areas.
a. Provide a succinct summary, in your own words, of the key concepts that make up UDL.
b. Discuss how UDL and the incorporation of technology can be used to individualize learning for students with varied backgrounds, learning styles, and abilities and thereby create increased opportunities for learning.
c. Discuss the impact that using UDL may have on your current or anticipated teaching or professional role.
d. Share an idea; including what you learned to inform your initial response to this discussion, how might you include what you’ve learned about UDL in your plan for the Week Six Final Project: Community Event?
Week Three Instructor Guidance
Welcome to Week Three of EDU620: Meeting Individual Student Needs with Technology. Please be sure to review the Week Three homepage and review the specific learning outcomes for the week, the schedule overview, the required and recommended resources for the week, the introduction to the week, and a listing of the assessments for the week. Next, be sure to read this entire Instructor Guidance page.
Overview
Knowledge gained in Weeks One and Two prompted you to consider how technology integration promotes and sustains student motivation. This week, you will learn about the practice and principles of Universal Design for Learning (UDL) as it relates to technology integration into the classroom. Keep reading for intellectual elaboration about UDL and for additional assistance with excelling in the Week Three assessments.
Intellectual Elaboration
Universal Design for Learning
UDL characterizes efforts to create universal acces ...
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Teacher Competences Fostering Universal Design for Learning and InclusionAlan Bruce
Description of the themes and issues in UDL (Universal Design for Learning) as used in the Workshop in the LINQ Conference 2014 in Rethymnon, Greece on the EU Comenius UDLnet project.
Universal Design for Learning (UDL) has emerged as a transformative approach in education, breaking down barriers and creating inclusive environments for diverse learners.
Universal Design for Learning (Inclusive Education)(UDL).pptxajay maini
Universal Design for Learning (UDL) is an educational framework that aims to provide all students with equal opportunities to learn by accommodating their diverse learning needs and styles. Here are strategies for teaching, learning, and evaluation based on UDL principles:
1. *Multiple Means of Representation (Teaching):*
- Provide information in various formats (text, audio, video, visuals).
- Offer alternative explanations and examples to cater to different learning styles.
- Use inclusive language and diverse perspectives in instructional materials.
2. *Multiple Means of Engagement (Teaching):*
- Incorporate choice and autonomy in assignments and activities.
- Vary the difficulty and complexity of tasks to suit individual readiness levels.
- Foster collaboration and peer learning to increase engagement.
3. *Multiple Means of Expression (Teaching):*
- Allow students to demonstrate understanding in various ways (written, oral, visual).
- Provide clear instructions and rubrics for assessments.
- Encourage creativity and innovation in projects and assignments.
4. *Provide Clear Objectives (Learning):*
- Clearly communicate learning goals and expectations to students.
- Use visual aids like mind maps or checklists to help students track progress.
5. *Scaffold Learning (Learning):*
- Break complex concepts into smaller, manageable chunks.
- Offer support, such as templates or guided questions, as students work on tasks.
6. *Differentiated Instruction (Learning):*
- Adapt materials and tasks to suit individual needs and abilities.
- Offer additional resources for students who need extra help or challenge.
7. *Continuous Assessment (Evaluation):*
- Use formative assessment techniques (quizzes, discussions, peer reviews) to monitor progress.
- Provide regular feedback to help students improve.
8. *Flexible Assessment Options (Evaluation):*
- Allow students to choose assessment formats (e.g., written essay, oral presentation, project).
- Consider alternative assessment methods, such as portfolios or self-assessments.
9. *Accommodations and Accessibility (Evaluation):*
- Ensure assessments are accessible to all students, including those with disabilities.
- Offer accommodations, such as extended time or assistive technology, as needed.
10. *Reflect and Adapt (Continuous Improvement):*
- Regularly gather feedback from students about their learning experiences.
- Adjust teaching methods and materials based on student input and assessment results.
11. *Professional Development (Continuous Improvement):*
- Provide training and support for educators to implement UDL effectively.
- Encourage collaboration among teachers to share UDL strategies and best practices.
By applying these strategies, educators can create inclusive and effective learning environments that cater to the diverse needs of all students.
Thanks and regards
Ajay Maini
Unlocking Equity: Creating Inclusive Learning Environments with Universal Design for Learning by Dr. Timothy Gadson offers invaluable insights into the power of Universal Design for Learning (UDL) in education. This presentation explores practical strategies and real-world examples to implement UDL principles effectively, fostering classrooms where diversity is celebrated, and all learners thrive.
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Introduction
In today's schools, it's really important to recognize and celebrate the differences among students. This means making sure that our teaching methods work well for all kinds of learners. We call this "inclusive education," and it's about changing the way we teach so that every student can do their best.
In education, diversity means lots of things, like how each person likes to learn, where they come from, the languages they speak, and how they think. It's not just a nice idea; it's crucial for giving everyone a fair chance at a good education. Adapting our learning materials is a big part of this. It means changing the way we teach to meet the needs of all students.
We can do this by using something called "differentiated instruction." This means tailoring what we teach, how we teach it, and how we test it to fit each student's needs and interests. Everyone has different strengths and challenges, so this helps teachers use a variety of ways to help everyone learn.
Technology today gives us amazing tools to make learning personal. Things like digital platforms, adaptive learning technologies, and interactive resources let us change our teaching to fit how each student learns best. This not only helps students learn, but it also lets teachers give extra help to those who need it.
Adapting learning materials isn't just about differences in how students learn. It's also about including different perspectives, cultures, and histories in what we teach. This makes students feel like they belong and helps them succeed in a world that values including everyone.
As we explore how to adapt learning materials, we'll look at how technology helps, why understanding different cultures is important, and ways to help students with different learning abilities. By embracing the diversity in our schools, we can create an environment where every student can succeed and develop important skills like thinking critically, being empathetic, and loving to learn.
Differentiate Content
Understanding learners and their diverse learning needs is a critical aspect of effective teaching. By recognizing and addressing the unique characteristics, abilities, and preferences of each learner, educators can create a more inclusive and adaptive learning environment. Here are strategies to differentiate content and make learning accessible to everyone:
1. Know Your Students
2. Pre-assessment
3. Flexible Grouping
4. Tiered Assignments
5. Differentiated Instruction
6. Universal Design for Learning (UDL)
7. Varied Resources
8. Technology Integration
9. Scaffolded Instruction
10. Continuous Feedback
11. Encourage Self-Reflection
12. Collaboration with Support Services
1.2 Provide Multiple Levels of Difficulty
1. Clear Organization and Progression
2. Tiered Assignments
3. Visual Aids and Multimedia
4. Varied Reading Levels
5. Flexible Assessments
6. Interactive Learning Activities
7. Supportive Resources
8. Differentiated Instruction
9. Feedback and Revision Opportunities
The iCentre at Iona Presentation College has, through its integrated information literacy plan created a dynamic program that merges information literacy, study skills and critical and creative thinking into an holistic program that aligns with the new Australian Curriculum. Through the “Inspired Learning at Iona” website this initiative attempts to ensure that every student in the school not only receives ongoing opportunities to master skills and knowledge considered essential for 21st century learners but also develops the cognitive and affective predispositions towards learning, personal development, self efficacy and accountability.
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This discussion is an opportunity for you to apply the principles of Universal Design for Learning (UDL) in the design of instruction and assessment. In essence, UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for all learners. To prepare for this discussion, in addition to reviewing the Required Resources for Week Three, view the CAST (2010) video UDL at a Glance (Links to an external site.)and the Week Three Instructor Guidance where additional assistance for excelling in this discussion and intellectual elaboration about UDL is provided.
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b. Discuss how UDL and the incorporation of technology can be used to individualize learning for students with varied backgrounds, learning styles, and abilities and thereby create increased opportunities for learning.
c. Discuss the impact that using UDL may have on your current or anticipated teaching or professional role.
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Overview
Knowledge gained in Weeks One and Two prompted you to consider how technology integration promotes and sustains student motivation. This week, you will learn about the practice and principles of Universal Design for Learning (UDL) as it relates to technology integration into the classroom. Keep reading for intellectual elaboration about UDL and for additional assistance with excelling in the Week Three assessments.
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Learning & Teaching-Creating an accessible curriculum.pptx
1. Page
dundee.ac.uk
Learning & Teaching: Creating an accessible curriculum
Dr Abubakar Hassan
Inclusive curriculum design workshop
2nd June 2023
One of the UK’s top 20 universities (Guardian University Guide 2021)
1
3. Page
dundee.ac.uk
Introduction
An inclusive curriculum (IC) is one that allows for a diversity of content, material, ideas, and methods of
assessment (Cambridge Centre for Teaching and Learning).
An inclusive curriculum design (ICD) is one that takes students’ educational, cultural, and social background
and experience as well as the presence of any physical or sensory impairment and their mental well-being into
account (HE Academy, 2011)
When designing an IC always anticipate human differences ( i.e. inclusive stance)
ICD involves purposefully integrating different perspectives to equip students with opportunities to engage
actively with a variety of different viewpoints needed to understand the global and diverse environment.
This short presentation is on ‘creating an accessible curriculum’ in learning and teaching, and the specific
objective is to answer the following questions:
How will the delivery engage different learning styles?
How will the course be made (more) accessible?
What alternative options will be provided for students who cannot access specific delivery mechanisms?
3
4. Page
dundee.ac.uk
Accessible curriculum- demystified
An accessible curriculum (AC) is an inclusive curriculum(IC).
An accessible curriculum considers the variety of learners in a classroom and designs lessons
that will have multiple access points for students with different learning abilities and
educational backgrounds.
Single-format lessons/assessments will inevitably exclude some students from the learning
experience.
Creating an accessible curriculum entails that all the learning materials, resources, and
assessments from the outset provide a more inclusive learning experience for all the students.
AC means that students’ communication skills should not stand in the way of their
intellectual/learning endeavours.
AC benefits all learners by reducing barriers to learning and enabling them to engage actively in
the learning process in a way that best suits their abilities.
4
5. Page
dundee.ac.uk
Identifying and reducing barriers in curriculums
There is great variability in how different students approach learning, navigate tasks, and interact with
the learning materials and environment on any given day or context.
Students:
• motivated and engaged by different things
• process information, make sense of, and interact with content in different ways
• participate and express their thinking in different ways.
As every student learns differently, it is very imperative to create an AC to ensure flexible and barrier-
free learning environments for all students to become successful lifelong learners.
As teachers, we need to identify potential barriers early from the onset before we plan our lessons to
ensure that students:
• have the tools and supports that best work for them
• are provided with flexible options rather than a one-size-fits-all approach
• are able to adjust the content to suit their learning needs.
5
6. Page
dundee.ac.uk
Understanding our learners’ needs/preferences
Every learner has a unique set of characteristics –
including strengths, preferences, and learning needs –
that may change or evolve in varied contexts.
AC uses a process that is centred on the learners and
allows for shared knowledge and encourages
collaboration.
Teaching & learning is a dialogue and co-construction of
knowledge between the duo where the students are
considered collaborators and co-constructors (Wells,
1999).
6
Source of figure: New Zealand Ministry of Education
Creating an accessible curriculum is essentially a systematic step-by-step process that starts
with the goals, barriers, and students’ preferences/needs, and then develops assessments and
methods that can reduce barriers by taking into account the students’ preferences.
7. Page
dundee.ac.uk
Universal Design for Learning (UDL) framework
UDL – originally developed by the Center for Applied
Special Technology (CAST) in collaboration with Harvard
University – supports special education students
The focus of UDL is to reduce barriers in curriculum and
make instruction engaging and accessible to all learners
A key premise of UDL is that there is no “average
learner.”
Whether deployed in a classroom or online, UDL focuses
on integrating flexible pathways to learning that can
address learner variability.
The UDL Framework encourages educators to provide
multiple means of engagement, multiple means of
representation, and multiple means of action and
expression
7
Source of Video: CAST
8. Page
dundee.ac.uk
Creating an accessible curriculum using key principles of UDL
The UDL has three key principles:
1. Representation, which assists learners by presenting information
in diverse multisensory formats;
2. Action and expression, which lets learners interact and respond
to what they’ve learned in a variety of ways;
3. Engagement, which is achieved by providing students with
options and approaches which are relevant to their interests.
Course Materials—Providing “multiple means of
representation” involves preparing your course
materials to be accessible to all students.
Delivery—Consider how you vary your teaching
approaches within the classroom and in different
contexts.
Assessment—how can you best assess students’
mastery?
8
Source of figure: Adapted from the National UDL Center
9. Page
dundee.ac.uk
Conclusion
As educators, we all have an essential role to play in making courses more accessible and creating a
climate of equity and inclusion.
While individual needs are difficult to anticipate, there are many things we can do to create inclusive
and accessible environments for a wide diverse range of different learners.
The strategies highlighted below reflect the key principles of UDL:
1. Consider all of the learners in your classroom- What are their strengths? What are their interests? What motivates them?
What are the obstacles that prevent them from accessing any one particular lesson?
2. Effective and timely communication with students- Creating open lines of communication with students is essential.
3. Physical learning spaces- Ensure physical accessibility includes consideration of the building location, the classroom
location (within a building), as well as the layout of the classroom, and classroom technologies
4. Conducive classroom climate- Students learn best when they feel respected, and included, and that instructors are
invested in their development.
9
Remember, key principles of UDL include providing multiple means of expression and engagement and offering students a variety
of ways to express themselves and interact with course material.
11. Page
dundee.ac.uk
References
1. Center for Applied Special Technology (CAST): http://www.cast.org
2. The Higher Education Academy (2011). Inclusive curriculum design in higher education, Considerations
for effective practice across and within subject areas
3. National Center on Universal Design for Learning: http://www.udlcenter.org
4. UDL-Universe: http://enact.sonoma.edu/udl
5. Thurber, A., & Bandy, J. (2018). Creating Accessible Learning Environments. Vanderbilt University
Center for Teaching. Retrieved [30/05/2023] from http://cft.vanderbilt.edu/guides-sub-pages/creating-
accessible-learning-environments/.
6. Wells, G. (1999). Dialogic Inquiry Towards a Sociocultural Practice and Theory of Education Dialogic
learning and teaching View project Higher Education View project (First edition). Cambridge University
Press. https://doi.org/10.1017/CBO9780511605895
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Editor's Notes
Hello, good morning everyone, and thank you for coming and giving me this opportunity to talk about my experience in learning & teaching- more precisely, I am going to talk about how to create an AC. This workshop is personally important to all of us in the school of business in particular and the university at large. I am really proud to work in one of the fastest-growing business schools in Scotland, with increasingly diverse faculty members and students. So it is important for us to continue to strive in promoting EDI. And we do appreciate the direction our university is proactively taking in this respect, with our Dean Morris also functioning as our EDI lead at the forefront of promoting the EDI agenda across the University. This workshop is not for the sake of talking only but also for making sure to walk the talk.
3. Designing curricula and writing lessons with an inclusive stance means using an accessible curriculum. By not anticipating human differences when designing the curriculum we have immediately marginalized students with learning disability/impairments
4. Just last week, I, Martins, and Sisi attended the first ever SPEC in Glasgow to support economics students from four Scottish Universities demanding more pluralist teaching in economics curriculums.
Designing an accessible curriculum can help create an inclusive environment where all students have access to the curriculum and can be invested in their own learning. Some students may need extra reading support and for some reading skills will develop as learning becomes possible and more enjoyable.
environments and spaces where the learning will happen (classroom, home)
Teaching/learning is much more than the traditional face-to-face interaction between a teacher and students, rather is a dialogue and co-construction of knowledge between the duo where the students are considered collaborators and co-constructors (Wells, 1999).
1. but its flexibility, technology guidelines, and aim to individualize learning are best practices that can serve every student.
The UDL guidelines organize supports according to three umbrella categories: representation, which assists learners by presenting information in diverse multisensory formats; action and expression, which lets kids interact and respond to what they’ve learned in a variety of ways; and engagement, which is achieved by providing students with options and approaches which are relevant to their interests.
Remember, key principles of UDL include providing multiple means of expression and of engagement—offer students a variety of ways to express themselves and to interact with course material.