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Universal Design for Learning in Action !
« Ce qui peut être aidant pour un étudiant ayant des troubles d’apprentissage peut l’être pour les autres étudiants. »
« What can be helpful for a student with disabilities can be beneficial for other students. »
Dubé, Sénécal, Pédagogie collégiale, vol.23, #1, automne 2009
Universal Design in ActionPresentation Outline
Universal Design Facts Theory
Learning Disabilities
Survey results Summary F12, W13, F13 F13
Transferring the model Discussion
Changing Demographics
Colleges Total
2007 (trad.)(emerging)TOTAL
7265771303
2008 (trad.)(emerging)Total
103611432179
2009 (trad.)(emerging)Total
97520923067
2010 (trad.)(emerging)Total
120329774180
2011 (trad.)(emerging)Total
162840805708
2012 (trad.)EmergingTOTAL
199455937587
A portrait of college students Mother tongue
Cultural background
Age
Gender
Learning style
Prior academic / personal experience
Strengths and weaknesses
Diversity in the Classroom
Our Educational System
Universal Design Approach Social Model
Access is a problem stemming from the environment
The system/environment is designed, to the greatest extent possible, to be usable by all
Access is proactive
Access is inclusive
Access is sustainable
Accommodation Approach Medical Model
Access is a problem for the individual
Access is achieved through accommodations and/or retrofitting
Access is retroactive
Access is specialized
Access is consumable
Adapted from AHEAD Universal Design Initiative Team (2004), Heather Mole, McGill University, AQICESH, 2012
Universal Design
The Neurological Foundation
Provide Multiple Means of Representation - flexibility in the way in which information is presented
Provide Multiple Means of Action & Expression - flexibility in the way students respond or demonstrate
knowledge and skills
Provide Multiple Means of Engagement - flexibility in the ways students are engaged…
UDL = flexibility
Learning disabilities in the classroom
Greater cognitive effort/fatigue
Anxiety
Information processing
Organisational difficulties
Reading difficulties
Oral communication
Survey Results
Student Surveys Fall 2013 Confidential survey Omnivox survey sent to F2013 students (four groups of
Basic French, block A ) 37% rate of response, n=22 Questions re : level of satisfaction regarding tools and
methods used in class throughout the term Profile of respondants
5 from Upgrading 7 repeating Basic French, block A 6 from High school
Mind maps
PPT in advance=useful for preparing for class
Journal=improved writing skills
Extensive reading=new words
0 20 40 60 80 100
F13W13F12
Percentage of student satisfaction
Uni
vers
al D
esig
n To
ols
Summary of survey resultsFall 2012, Winter 2013, Fall 2013
Guide d'autocorrection=useful
Antidote=facilitated writing
Antidote=grammar rules
Reading aloud=helpful
0 10 20 30 40 50 60 70 80 90 100
F13W13F12
Percentage of student satisfaction
Uni
vers
al D
esig
n To
ols
Summary of survey resultsFall 2012, Winter 2013, Fall 2013
Student Survey
PPT sent in advance 94% felt it was useful in preparation for class (very,
somewhat, a little) 100% felt it was useful for in-class work (very, somewhat,
a little)
Benefits for students Useful with notetaking : 90% Helps to study : 79% Theory more understandable : 68% Course easier to follow: 68%
Student Survey
Reading instructions aloud Helps to better understand test instructions and
questions Essays 83% Readings 83% Listening comprehension 83%
Benefits of reading text Helps to better understand questions 83% Helps to better understand the text 78%
Student Survey
Antidote 81% were not familiar with Antidote 94% found the writing process easier 75%, using Antidote, gained a better understanding of
grammar rules
Comments The dictionaries rock !! So do all the little features on the
side you run into if you adventure. Using Antidote for the first time it was all new but I did
discover that you can learn to correct mistakes but also see why it is mistake
Student Survey
Mind Maps 37% felt that it helped their learning (a lot,
somewhat) 63% felt that it helped their learning (a little, not at
all)
Comments I found the mind maps and pictures are not helpful at
all, and instead of making them I prefer to organize the content and transfert them into a structured table
Universal Design : Applications and Summary
Multiple means of representation Course outline; PPT; mind maps; lab. access; computers
in classroom; rhythm Multiple means of expression
Varied evaluations; recorded readings; self-correction guide; memory-aid; mind maps; alternative evaluations, allotted time
Multiple means of engagement Mind maps; journal writing; self-correction guide;
extensive reading; class forum, blog, allotted time/rhythm
The Nine Principles of UDI – Teacher’s point of view
1. Course material accessible by Internet or Email = PPT in advance
2. Flexibility of learning and study strategies = mindmaps
3. Clear instructions and use of simple tools = vocabulary
4. Diversified pedagogical material = font
5. Evaluate targeted competencies = guide d’autocorrection
6. Facilitate computer use in class = Antidote
7. Size and space appropriate for use
8. Community of learners = forum, team work
9. Instructional climate designed to be welcoming and inclusive = journal de bord
Point d'interrogation, Jean-pierre Desclozeaux tiré de : Une psychanalyse, pourquoi ? de R. PERRON.
Case studies
Transfer of the model Anymore questions ?
Which principle would you first apply?
Transferring the model
Mediagraphy
Universal Design for Learning (UDL) AHEAD Universal Design Initiative Team (2004), traduit du travail de
Heather Mole, Université de McGill Higher Education Opportunity Act, 2008. DUBÉ, France et Marie-Neige SÉNÉCAL (automne 2009). Les troubles
d'apprentissage au postsecondaire: de la reconnaissance des besoins à l'organisation des services, Montréal : UQÀM, Pédagogie collégiale, vol.23, #1.
DUCHARME, Daniel et Karina MONTMINY (2012). L’accommodement des étudiants et étudiantes en situation de handicap dans les établissements d’enseignement collégial, Québec : Avis de la Commission des droits de la personne et des droits de la jeunesse (CDPDJ), 224 p.
MCGUIRE, Joan, SCOTT, Sally et Stan SHAW (2003). “Universal Design for Instruction: The Paradigm, Its Principles, and Products for Enhancing Instructional Access”, Journal of Postsecondary Education and Disability, 17(1), pp. 11-21.
Collège Dawson, AccessAbility Centre, Équipe CLÉ, ACPQ/AQPC Mai/Juin 2014
Collège Dawson, AccessAbility Centre, Équipe CLÉ, ACPQ/AQPC Mai/Juin 2014
Mediagraphy
UDL MEADOWS, Jocelynn, PRUD’HOMME, Annie-Claude et Jean-Pierre
Lamontagne (automne 2010). La conception universelle de l’apprentissage: des stratégies pédagogiques proactives pour aider les étudiants… et les enseignants!, cégep de Rimouski, Développement pédagogique, Pédagotrucs 37, vol. 9, #1. http://www4.cegep-rimouski.qc.ca/pages/cegep/documents/pedagotrucs/no37.pdf
MOLE, Heather (juin 2012). Universal Design and the Inclusive Classroom, Montréal : Université McGill, Colloque de l’AQICESH.
Revue Pédagogie collégiale, Dossier – situations de handicap et enseignement supérieur, vol.25,#4, été 2012, p.4 à 44.
www.cast.org (Center for Applied Special Technology) www.ahead.org (Association on Higher Education And Disability) http://www.cdc.qc.ca/ped_coll/pdf/dube-senecal-23-1.pdf http://www.facultyware.uconn.edu/files/udi2_fact_sheet.pdf
Collège Dawson, AccessAbility Centre, Équipe CLÉ, ACPQ/AQPC Mai/Juin 2014
Mediagraphy
UDL PRUD’HOMME, Julien (2013). La conception universelle de l’apprentissage
(Universal Design) et sa mise en œuvre, Enjeux 2.2, Capres, ROSE David H. et Anne MEYER (2002). Teaching every student in the digital
age: Universal design for learning. Alexandria : Association for Supervision and Curriculum Development.
ROSE, David H. et Anne MEYER (sous la direction de) (2006). A Practical Reader in Universal Design for Learning, Cambridge : Harvard Education Press.
ROUSSEAU, Nadia et Stéphane THIBODEAU (2011). S’approprier une pratique inclusive: regard sur le sentiment de compétence de trois équipes-écoles au coeur d’un processus de changement [Numéro thématique : Valorisation de la diversité en éducation : réflexion, états de connaissances, pistes d'action et défis contemporains (sous la direction de L. Prud'homme, S. Ramel et R. Vienneau)], XXXIX (2), pp.145-164.
Collège Dawson, AccessAbility Centre, Équipe CLÉ, ACPQ/AQPC Mai/Juin 2014
Mediagraphy
UDL ROUSSEAU, Nadia et Stéphanie BÉLANGER (dir.) (2004). La pédagogie
de l’inclusion scolaire, Québec : Presses de l’Université du Québec, Collection Éducation/Intervention.
STANKÉ, Brigitte et Nadia ROUSSEAU (2013). La dyslexie‐dysorthographie: mythes, préjugés et réalité, Congrès AQETA, mars 2013.
TREMBLAY, Stéphanie (2013). La conception universelle de l’apprentissage en enseignement supérieur : Principes, applications et approches connexes, Revue de literature, Montréal : projet interordres sur les applications pédagogiques de la conception universelles de l’apprentissage, 62 p.
TRÉPANIER, Nathalie et Mélanie PARÉ (dir.) (2010). Des modèles de service pour favoriser l’intégration scolaire, Québec : Presses de l’Université du Québec.
TOMLINSON, Carol (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria : Association for Supervision and Curriculum Development.
Collège Dawson, AccessAbility Centre, Équipe CLÉ, ACPQ/AQPC Mai/Juin 2014
Mediagraphy
Learning Disabilities DUBOIS, Mireille et Julie ROBERGE (2010). Troubles d’apprentissage:
pour comprendre et intervenir au cégep, CCDMD. MACÉ, Anne-Laure et France LANDRY (février 2012). Efficacité des
mesures de soutien chez les populations émergentes au niveau postsecondaire: ce que la recherche nous dit!, CÉSAR, Université de Montréal, Service de soutien à l’apprentissage, Université du Québec, Comité Interordres.
Projet Interordres sur l’intégration à l’enseignement supérieur des nouvelles populations en situation de handicap. Stratégies pédagogiques favorisant la réussite des nouvelles populations étudiantes en situation de handicap et moyens susceptibles d’amener les professeurs d’exprimer leurs besoins à l’endroit du soutien pédagogique de ces populations. Revue de littérature, Comité Interordres Nouvelles, Décembre 2011.
http://www.inserm.fr/thematiques/neurosciences-sciences-cognitives-neurologie-psychiatrie/dossiers-d-information/troubles-des-apprentissages-dyslexie-dysorthographie-dyscalculie
Association québécoise des troubles d’apprentissages (AQETA), www.aqeta.qc.ca (En ligne). Site web pour s’informer sur les troubles d’apprentissage.
References
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