- Universal design (UD) in architecture aims to make buildings and environments accessible to all by removing barriers rather than designing for the average user. - UDL applies these UD principles to education by ensuring the learning environment (curriculum, materials, teaching) is accessible and beneficial to all students by considering diversity from the start of lesson planning rather than retrofitting afterwards. - The UDL Guidelines provide a framework to help apply the three UDL principles of engagement, representation, and action and expression to educational practice through multiple means of representation, engagement, and expression.

1. UNIVERSAL DESIGN:
STARTING FROM DIVERSITY IN THE
CLASSROOM
LYON SEPTEMBER 2018
MARLEEN CLISSEN
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2. SOME AGREEMENTS
• PLEASE ASK QUESTIONS
• I LOVE INTERACTION
• USE POST-ITS
• GOOD TO SHARE EXAMPLES
• FLEXIBLE GROUP WORK: SHORT ELBOW DISCUSSION, GROUP
WORK
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3. PROGRAM: THEORY AND
PRACTICE
• FOUNDATIONS OF UD
• UD IN EDUCATION: UDL
• FOUNDATIONS OF UDL
• UDL AND DIFFERENTIATION
• UDL AND TECHNOLOGY
• THE GUIDELINES: ENGAGEMENT, REPRESENTATION, ACTION
& EXPRESSION
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4. FOUNDATIONS OF UDL
UNIVERSAL DESIGN (UD) IN ARCHITECTURE AND SERVICES:
KEY WORDS
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5. FOUNDATIONS OF UDL
MAKE BUILDINGS AND ENVIRONMENTS
ACCESSIBLE
≠ FROM A DESIGN FOR THE AVERAGE USER (ONE SIZE FITS
ALL).
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6. EXAMPLES OF ACCESSIBILITY
THE RAMP:
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7. EXAMPLES OF ACCESSIBILITY
RAMP OR STAIRS: YOU HAVE THE CHOICE
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8. WHAT WOULD YOU PREFER?
PUURS, BELGIUM (FLANDERS)
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9. WHAT WOULD YOU PREFER?
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No gap

10. EXAMPLES OF ACCESSIBILITY
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No spoken local language needed in urgent situations

11. EXAMPLES OF ACCESSIBILITY
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COLOR
WORDS
SYMBOLS

12. FOUNDATIONS OF UDL
A DESIGN WITH A BENEFIT FOR ALL
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13. EXAMPLES OF ACCESSIBILITY
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14. EXAMPLES OF ACCESSIBILITY
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The great invention of
the automatic door

15. FOUNDATIONS OF UDL
A PRO-ACTIVE DESIGN IS NICER AND
MORE EFFICIENT.
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16. WHAT WOULD YOU PREFER?
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17. ADVANTAGES FROM
PREDESIGNING
THIS IS STARTING FROM DIVERSITY WHEN DESIGNING
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18. DISADVANTAGES OF RETROFITTING
THIS IS STARTING FROM THE AVERAGE AND THEN
RETROFITTING:
- LESS EFFICIENT (MOSTLY AT THE BACK OF THE BUILDING)
- NOT A NICE VIEW
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19. BUT RETROFITTING IS SOMETIMES
NECESSARY
RETROFITTING IS BETTER THAN NO
ACCESS AT ALL
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20. A NICE EXAMPLE IN A SMALL
VILLAGE IN PORTUGAL
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22. CONCLUSION: WHY NOT DOING
THE OBVIOUS
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23. SUMMARY OF UNIVERSAL DESIGN
• ACCESSIBILITY (NO BARRIERS)
• BENEFIT FOR ALL
• START YOUR DESIGN FROM DIVERSITY (DIVERSITY IS THE
NORM)
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24. SOMETHING TO THINK ABOUT
EQUALITY VERSUS EQUITY
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What is the
problem?

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What could be a
problem?

27. WHAT COULD BE A SOLUTION?
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28. THE UDL WAY!
THINK ABOUT TAKING
AWAY BARRIERS
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30. USING THE UD PRINCIPLES IN THE
CLASSROOM
TAKE ALL THE UD PRINCIPLES (ACCESSIBILITY – BENEFIT FOR
ALL – START DESIGNING FROM DIVERSITY) AND APPLY THEM
TO THE LEARNING ENVIRONMENT (CURRICULUM, MATERIAL,
TEACHING & LEARNING) = UDL (UNIVERSAL DESIGN FOR
LEARNING)
REMARK: YOU CAN APPLY UD TO ALL SECTORS (LIVING,
WORKING, SERVICES…..)
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31. ACCESSIBILITY
IS THE LEARNING ENVIRONMENT ACCESSIBLE FOR ALL?
ARE THERE ANY BARRIERS:
• IS EVERYTHING ONLY PRESENTED VERBAL – CLASSICAL WAY
OF TEACHING.
• IS THE MATERIAL ONLY PRINTED TEXT?
• ARE THERE LANGUAGE BARRIERS?
• ….
SHORT ELBOW DISCUSSION – USE STICKY
NOTES
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32. ACCESSIBILITY
IS THE LEARNING ENVIRONMENT ACCESSIBLE FOR ALL?
ARE YOUR STUDENTS ENGAGED (AND MOTIVATED)?
• DIFFERENT BACKGROUNDS
• DIFFERENT PRIOR KNOWLEDGE
• DO THEY KNOW WHY THEY HAVE TO LEARN THIS ITEM?
• …….
SHORT ELBOW DISCUSSION – USE
STICKY NOTES
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33. ACCESSIBILITY
IS THE LEARNING ENVIRONMENT ACCESSIBLE FOR ALL?
CAN YOUR STUDENTS USE DIFFERENT STRATEGIES TO LEARN?
• CAN THEY CHOOSE HOW TO EXPRESS WHAT THEY HAVE
LEARNED?
• CAN THEY USE MULTIPLE MEDIA?
• DO YOU DIVERSIFY YOUR ASSESSMENTS?
• …
SHORT ELBOW DISCUSSION – USE
STICKY NOTES
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34. THE SAME ASSESSMENT?
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35. BENEFIT FOR ALL
• IF YOU WORK OUT A SUPPORT OR AID FOR ONE STUDENT,
IS THIS ALSO AVAILABLE FOR THE OTHERS?
• EXPLANATION ABOUT WORDS
• DRAWINGS
• ANY VISUAL MATERIAL – WORKPLAN, DAYSCHEDULE, ….
• SOMETIMES AN INDIVIDUAL ACCOMODATION IS NEEDED:
LESS NEED FOR INDIVIDUAL ACCOMODATIONS, WITHOUT
AVOIDING THEM (EX: DEAF INTERPRETER, BRAILLE)
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36. BENEFIT FOR ALL
• SHORT “ELBOW” DISCUSSION ABOUT PROPOSALS. DON’T
FORGET YOUR STICKY NOTES!
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37. PLANNING LESSONS, STARTING
FROM DIVERSITY
• WHEN YOU PLAN YOUR LESSON, DO YOU START FROM THE DIVERSITY
IN YOUR CLASSROOM:
• PRESENTATION
• ASSESSMENT
• ENGAGEMENT/MOTIVATION
• OR DO YOU TAKE THE AVERAGE AND ADAPT/ACCOMODATE
AFTERWARDS?
SHORT “ELBOW” DISCUSSION ABOUT PROPOSALS. DON’T FORGET YOUR
STICKY NOTES!
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38. STARTING FROM DIVERSITY: STUDENT’S
WISHES
DEAR TEACHER
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39. THE AVERAGE LEARNER?
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All learners
The average
learner
Disability Culture
Talent
Mothertongue
Home context

40. THE MYTH OF THE AVERAGE
SHOE
HTTPS://WWW.YOUTUBE.COM/WATCH?V=8WCLNVJCEVM&T=
199S
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41. THE MYTH OF THE AVERAGE SHOE-SIZE
CONCLUSION:
IF WE CAN SEE THE DIVERSITY, WE DESIGN FOR IT
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42. DIFFERENT STRATEGIES
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43. SHORT VERSION:
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The king wanted a path from his castle
to the river
He asked 3 architects to design this (no
specific method or material acquired)
He got 3 fantastic designs:
A fast path for when he has no time
A challenging path for when he wants to
work out
A beautiful path for when he wants to
enjoy nature

44. CONCLUSION
• WHAT WAS THE GOAL?
• THE GOAL WAS TO CREATE THE BEST PATH POSSIBLE..
• WHAT WERE THE CONDITIONS TO MEET THAT
GOAL?
• THE KING CREATED AN ENVIRONMENT THAT
ALLOWED THE PATH MAKERS (ARCHITECTS) TO USE
THEIR INDIVIDUAL SKILLS TO GIVE HIM THERE BEST
WORK
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45. INTRODUCTION OF A TOOL: THE
UDL GUIDELINES
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46. A LITTLE BIT OF NEUROSCIENCE
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47. 3 INTEGRATED NETWORKS
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Affective network Recognition network
Strategic network

48. INTRODUCTION OF THE GUIDELINES
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50. STRUCTURE OF THE GUIDELINES
• 3 PRINCIPLES
• 9 GUIDELINES (3 GUIDELINES FOR EACH PRINCIPLE)
• 30 CHECKPOINTS (3-4 CHECKPOINTS FOR EACH
GUIDELINE)
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51. THE UDL FRAMEWORK AS A
GUIDELINE
• FRAMEWORK IS NOT A CHECKLIST
WWW.CAST.ORG
WWW.CASTPROFESSIONALLEARNING.ORG/FREE-UDL-
RESOURCES-AND-TIPS/
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52. ENGAGEMENT
• GROUP READING: P. 5 OF THE GPS-ARTICLE
• READ THE GUIDELINES ON ENGAGEMENT
• FIND EXAMPLES FROM YOUR PRACTICE AND SHARE
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53. REPRESENTATION
• GROUP READING: P. 6 OF THE GPS-ARTICLE
• READ THE GUIDELINES ON REPRESENTATION
• FIND EXAMPLES FROM YOUR PRACTICE AND SHARE
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54. ACTION & EXPRESSION
• GROUP READING: P. 5 OF THE GPS-ARTICLE
• READ THE GUIDELINES ON ACTION & EXPRESSION
• FIND EXAMPLES FROM YOUR PRACTICE AND SHARE
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55. CREATE YOU OWN MINDMAP
• 3 GROUPS
• CHOOSE YOUR PRINCIPLE
• MAKE A MINDMAP
• IF POSSIBLE: GIVE AN EXAMPLE
• WE SHARE
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56. HOW TO START
• START SMALL
• START WITH WHAT YOU ALREADY DO
• AVOID OVERWHELMING EFFECTS
• WORK TOGETHER
• ALWAYS KEEP THE LEARNING GOAL IN MIND
• SHARE MATERIAL
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57. SOME FINAL THOUGHTS
• UDL IS NOT ONLY FOR SPECIAL NEEDS BUT FOR ALL LEARNING NEEDS,
STARTING FROM THE DIVERSITY IN THE CLASSROOM.
• LESS NEED FOR INDIVIDUAL ACCOMODATIONS, WITHOUT AVOIDING THEM
(EX: DEAF INTERPRETER)
• UDL IS NOT ABOUT LOWERING THE GOALS, IT IS ABOUT TAKING AWAY
BARRIERS
• TEACHERS SHOULD BE AWARE OF THE LEARNING-TIME AND LONG-TERM
GAINS
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58. SUPPORT
SCAFFOLDING
(TEMPORARY SUPPORT)
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59. UDL AND TECHNOLOGY
 NOT TRUE: THE TEACHER NEEDS TECHNOLOGY TO APPLY
UDL.
 TRUE: TECHNOLOGY CAN ENRICH THE LEARNING
ENVIRONMENT.
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60. UDL AND TECHNOLOGY
IS THE TECHNOLOGY ACCESSIBLE?
‘UDL IS NOT PRIMARILY ABOUT
TECHNOLOGY: IT IS ABOUT PEDAGOGY’
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61. WHAT ABOUT DIFFERENTIATION?
UDL Differentiation
Focus = learning
environment and curriculum
Focus = unique learning profile
of each student
Multiple methods, available
for all learners
In practice: often individualised
learning methods.
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62. UDL AND DIFFERENTIATION?
UDL Differentiation
Pro-active design to meet
most needs and expectations
are high.
Retrofits, what could lead to lower
expectations.
Diversity is the norm and
barriers for learning come
from a “one size fits all”
curriculum/learning
environment.
Barriers for learning are put at the
capacities of the students.
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63. UDL AND DIFFERENTIATION
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63
differentiation
UDL-learning environment
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64. TIME FOR A CARTOON.
HTTPS://WWW.YOUTUBE.COM/WATCH?V=BDVKNY0G6E4
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