Universal Design for Learning
Rose, D., & Meyer, A. (2000). Universal Design for Learning. Journal of Special Education Technology, 15, 67-70.
Abstracted by Barbara Higgins-Dover
In this article the authors define and describe Universal Design's connection to architectural accommodation and how it differs from Assistive Technology. The core concepts of UDL are discussed, as well as the application of such technology in curriculum design and classroom practice. Further presentations of these issues can be found in the author's upcoming book entitled Universal Design for Learning: Mind Media and Instructional Design, and at the CAST web site at http://www.cast.org.
The Concept of Universal Design: Universal Design originated from the architectural accommodation needs of people with disabilities, and the idea of providing accessibility to everyone. The implication is not that "one size fits all" but rather the acknowledgment of the need for alternatives to suit many different types of needs.
Universal Design Applied to Education: A discussion of the difficulties faced by students with disabilities who try to use printed books is included. Assistive technologies such as video enlargers help diminish the problem. However, students often find themselves isolated from their peers while using such tools. In the 1980's and 1990's CAST began to develop software, transforming text into speech. Students with and without disabilities found this type of technology enjoyable and fun to learn from. This discovery led the way for Universal Design to be applied to learning materials, methods, and assessments.
Universal Design for Learning: Differences between access to information and access to learning are described. Universal Design for Access provides the greatest amount of support possible, while Universal Design for Learning requires careful attention to goals of a learning experience which maximize the learning opportunity. In this section, definitions and examples are provided.
How UDL Addresses Learner Differences: The authors suggest that by applying UDL to learning materials and activities we can increase access to learners with disabilities. An electronic format can offer options for learners such as reading aloud by a computer or screen reader, printing of Braille, presentations of information with highlighted main points and organizational supports, definitions, and related media for greater understanding.
Technology and Universal Design: By using computers and computer software in the classroom we can introduce Universal Design for Learning as the most cost-effective and manageable way of educating students with and without disabilities.
|
