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Promoting Inclusive Classrooms
byAdopting Universal Design for Learning(UDL)
Suresh Kumar,Ph.D. Research Scholar,
Aryabhatta Knowledge University, Patna
Which is closer to your classrooms?
Today’s Session at a Glance Inclusive Classroom
Origin of UDL
The Need for UDL
What is UDL?
Principles of UDL
UDL Learning Guidelines
Defining Features of Inclusive
Classrooms Access: –All children have access to the
general education curriculum and learning environment.
Participation:–All children can participate in all
activities and routines through scaffolding and intervention.
Support:–All teachers have the tools they
need to help all young children, who have unique strengths and needs.
“Creating classroom norms, expectations and rules are a golden opportunity to establish and sustain student engagement, use it.”
- Dr. Mary Magee Quinn
The Need for UDL To fulfill the need of increasingly
diverse students with special reference to differently abled students.
Increased emphasis on student retention.
Shift in pedagogy from delivering instruction to promoting learning.
Students report:– Unclear expectations– Textbooks inaccessible– Lectures that require extensive
note taking– Assessments that don’t reflect
their learning– Difficulty attaining
accommodations
UDL is built on the premise that…Learning differs across
tasksLearning differs across
developmentLearning differs across
individuals
What is UDL?“The design of instructional materials and activities that makes the learning goals achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember”
(U.S. Council for Exceptional Children)
Origin of UDL
Born from architectural world
Intended to design and construct equal access facilities
Concept transferred to education in 1990s.
Universal Design: Access for everyone!
Old design: Some are denied
Universal design principles Not an afterthought: Full access is
designed from the outset (beginning)
More cost-effective than retrofitting
More elegant and easy-to-use
Three Fundamental Principles Multiple Means of Representation
– To increase recognition
Multiple Means of Expression– To expand purposeful output
Multiple Means of Engagement– To enhance involvement
Multiple Means of Representation
In order to support the many ways children learn, teachers need to introduce and share concepts in formats that make sense to the children.
Multiple Means of Action and
Expression
Refers to the opportunities that we give to children that allow them to show us what they know and what they are able to do in different ways.
Multiple Means of Engagement
Provide multiple means of engagement to tap individual learners’ interests, challenge them appropriately, and motivate them to learn.
Students have:
1. Choices which will engage student interest
2. Options for how they learn
3. Choices for how they demonstrate their learning
Teachers provide:
1. Flexible options for student engagement
2. Flexible ways of presenting lesson content
3. Flexible methods of expression, and assessment
Universal Design for Learning
Universal Design for Learning Reduces barriers in instruction
Provides appropriate accommodations [and] supports
Maintains high achievement expectations
Universal Design for Learning Eliminating or reducing barriers to
academic success for all students
Valuing diversity in the classroom through proactive design of inclusive curriculum
UDL applies to the whole curriculum
Goals
Traditional– Learning goals
may get skewed by the inflexible ways and means of achieving them.
UDL– Learning goals
are attained in many individualized ways, by many customized means.
Materials
Traditional– Mostly print and
everyone gets the same materials
– Few options
UDL– Variety of materials
and formats to reach learners with diverse abilities, styles, and needs equally well.
Methods
Traditional– Teacher centered
(lecture)– Homogeneous
grouping– Burden on student to
adapt to “get it”
UDL– Interactivity– Heterogeneous
grouping– Rich supports for
understanding, independent learning
Assessment
Traditional– Confuse goals with
means.– Summative—when
it’s too late to adjust instruction!
UDL– Many positive
means as long as they measure learning!
– Supports instructional improvement.
Universal Design for Learning Guidelines
Apply UDL to your instruction
Demand universally-designed products
Share your UDL resources and lesson plans with others
Advocate curriculum adoption policies that require UDL principles
What can you do now?
Summing it all up
The old days will not be again, even as a man will never again be a child.(Dakota)
You are shaping the future!
May you be one who makes things happen for the students you teach.
May you have a wonderful and successful school year.
THANK YOU !
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