#78 Student Well-Being: Universal Design for Learning

This is PART 8 in a series on student well-being. Throughout this series, I will explore what recent research has revealed about ways to create an environment in which all students can thrive.

I began my blended learning journey during the 2018-2019 school year. Since then my journey has carried me down many different paths and to many different places. During my journey, I have learned about more than just blended learning. I have learned about student motivation and self-paced instruction. I have learned about culturally responsive teaching and SEL. Most recently, I have learned about how the principles of universal design can help me build an accessible learning environment for all students.

I am excited to share what I learned about accessibility, inclusivity, and diversity through the lens of universal design and blended learning. This 2 part miniseries is designed to answer the following questions:

1. What is Universal Design (UD)?
2. How can the principles of UD be applied to the classroom?
3. What are the benefits of the Universal Design for Learning (UDL)?
4. How does it empower learners?
5. How can the blended learning model support the principles of UDL?

Universal Design in Learning
Universal Design for Learning (UDL) is an educational framework dedicated to creating an inclusive learning environment for all students through the removal of barriers to learning.

It is rooted in the following beliefs about learning and learners (Tucker, 2021):

• Learner Variability - Variability is not the exception to the rule, it is the rule. There is no "average" student.
• Firm Goals through Flexible Means - Students should be given a voice and choice in how they demonstrate their learning.
• Expert Learning - The goal is to create expert learners who are goal-directed and motivated. They need to understand how they learn and be able to identify and access appropriate support.

UDL rests on the belief that all students can learn, regardless of variability. I think most teachers would agree with this statement, but here comes the sticking point. How is it possible to meet all of the different needs of our students in the classroom at the same time? For this to occur, we need an authentic, self-differentiated, flexible learning model (Novak & Tucker, 2021).

What's Good for One, Is Good for All
According to the Disability Act of 2005, Universal Design (UD) is designing an environment so that it can be accessed and used to the greatest extent possible by all people regardless of their age, size, ability, or disability. Proponents of this design model know that when an environment is accessible, everyone benefits. For example, many buildings have built ramps to make them accessible to people in wheelchairs. They are, however, also used by people like me carting around small children in strollers.

Likewise, some of the supports we provide in class (like access to class notes) could benefit more students than just the ones that they were "designed" for. Universal Design for Learning applies the principles of UD to the learning environment. The purpose of UDL is to minimize barriers and maximize learning for all students. By designing for those "in the margin," the teacher is creating a product that is accessible and effective for all learners. It is assumed that if an accommodation is good for some, then it could be good for all (Tucker, 2021).

Image Source

Using the UDL Framework in the Classroom
UDL is focused on making learning accessible by providing each learner with the level of support necessary to be successful. As a part of this process, students are challenged to become better learners and to identify what supports they need and when they need them. To facilitate this, I keep the following questions in mind when I am designing my class.

1. What do I want my students to be able to do?
2. What barriers in the classroom might prevent students from meeting this goal?

Once I have identified potential barriers, I can use the following principles to remove them: representation, action or expression, and engagement. Here's where it gets really cool. These principles align perfectly with the blended learning model!

• Representation: Present content using multiple mediums and varied supports. If one student needs a scaffold support (like subtitles), then all students could benefit from access to it. Part of growing expert learners is helping students identify which supports they need and when they need them. This is a skill that will help them for the rest of their lives!
• Action/Expression: Students should be provided options for demonstrating their knowledge and flexibility in how they interact with the material. Flexible learning paths allow for personalized learning.
• Engagement: Recognition that students have differing interests and are motivated by different things. Encourage student autonomy by providing students with a choice and voice in their learning.

What does this look like in the classroom? Check out the graphic below! I bet you are already using many of them!

Universal Design of Learning & Blended Learning
The blended learning model is a natural fit for the UDL framework. Blended learning rejects a one-size-fits all approach to learning. It supports a personalized learning experience in which students have some control over the pace, place, and path of their learning. I hate to leave you hanging but I am at my word limit for this post! I'll share some specific examples and strategies in my next post!

Be Well,
Cori

If you received this in your inbox, I have a new website! Check out https://ablendedlearningjourney.com/ for additional resources! Plus, you can now find me on TikTok. Follow me @corischwarzrock for psych-related content posted daily!

Other Posts in this Series:

#69: Student Well-Being: Leveraging Mastery Experiences to Build Student Self-Efficacy
#70: Student Well-Being: Youth Mental Health First Aid
#71: Student Well-Being: Culturally Responsive Teaching and Learning
#72: Student Well-Being: Culturally Proficient SEL
#73: Student Well-Being: Praise and Performance
#74: Student Well-Being: The Science of Learning
#75: Student Well-Being: Power Up Your Teaching
#78: Student Well-Being: Universal Design in Learning

Resources:

CAST (2020). Key questions to consider when planning lessons. Wakefield, MA: Author. (Reprinted from Universal design for learning: theory and practice, by Meyer, A., Rose, D.H., & Gordon, D., 2014, Author). Retrieved from http://www.cast.org/products-services/resources/2020/udl-guidelines-key-questions-planning-lessons

CAST. (2010, January 6). UDL at a glance. YouTube. Retrieved July 7, 2022, from https://youtu.be/bDvKnY0g6e4

Morin, A. (2021, February 10). Universal Design for Learning (UDL): What You need to know. Universal Design for Learning (UDL): What You Need to Know. Retrieved July 7, 2022, from https://www.readingrockets.org/article/universal-design-learning-udl-what-you-need-know

Novak, K., & Tucker, C. R. (2021). Udl and blended learning: Thriving in flexible learning landscapes. IMpress, a division of Dave Burgess Consulting, Inc.

Schwartz, S. (2022, February 4). 4 principles of a universal design for learning approach. Edutopia. Retrieved July 7, 2022, from https://www.edutopia.org/article/4-principles-universal-design-learning-approach

Tucker, C. (2021, March 16). The balance, by Dr. Catlin Tucker: Universal Design for Learning with dr. Katie Novak on Apple Podcasts. Universal Design for Learning with Dr. Katie Novak. Retrieved July 7, 2022, from https://podcasts.apple.com/us/podcast/universal-design-for-learning-with-dr-katie-novak/id1485751335?i=1000513302542

Tucker, C. (2021, May 10). Removing barriers with UDL and blended learning. Dr Catlin Tucker. Retrieved July 7, 2022, from https://catlintucker.com/2021/05/udl-blended-learning-removing-barriers/

Tucker, C. (2020, September 7). Universal design for learning and blended learning: engagement. Dr Catlin Tucker. Retrieved July 7, 2022, from https://catlintucker.com/2020/09/udl-blended-learning-engagement/

Tucker, C. (2020, September 14). Removing barriers with UDL and blended learning: representation. Dr Catlin Tucker. Retrieved July 7, 2022, from https://catlintucker.com/2020/09/udl-blended-learning-representation/

Tucker, C. (2020, September 20). Removing barriers with UDL and blended learning: action and expression. Dr Catlin Tucker. Retrieved July 7, 2022, from https://catlintucker.com/2020/09/udl-blended-learning-action-expression/

What is Universal Design. Centre for Excellence in Universal Design. (n.d.). Retrieved July 7, 2022, from https://universaldesign.ie/what-is-universal-design/