Blog 2 – UDL and UD

and

Universal Design

As you walk into a building the doors open via a sensor or the ADA push button and the doors open. Or you are waiting at the crosswalk reading and you hear the voice-over crosswalk recording to “walk.” There are many examples we use daily that derived from the principles of Universal Design (UD). I have known accessibility has been put in place for people that need support, but after going over the 7 principals of UD (The Center of Universal Design, 1997) I began to notice I rely on it often. For example, I use the ADA push button, I prefer to use ATM’s & screens with visual cues, the friendly use of instruction manuals for furniture I’ve built, audio cues at sidewalks, the undo feature on my phone, automated soap dispenser in restrooms, and I certainly love spacious aisles at grocery stores. I have personally used many of them to ease my daily life, but I have unintentionally relied on them. Usually I’m focused on my son and prompting him to be safe as we wait for the light to change. I do not always look at the crosswalk light and I rely on the recording to “walk” and redirect my son to cross the street.

Our students are like fingerprints; no one student is the same, and there is learner variability within our students. They have different personalities, ways to communicate, learning styles and backgrounds; it is essential we keep in mind each students’ strengths and challenges to support in their success. Similarly, as a learner myself I work on yearly instructional modules as part of work to enhance knowledge, tools, information, and updated regulations to better support my students

Some examples on the online instructional modules I see are interactive examples for engagement, ability to go back or forward in the modules to self-regulate, multiple means of learning with text, visual images, videos, and interactive examples. In addition, the modules provide representation through key word definitions, illustrations in visual images and videos that range in length with closed caption subtitles, and guidance to the structure of module of what will be learned and objectives of modules. Furthermore, the modules provide action & expression through quizzes as a means of progress monitoring, multiple media usage through videos, interactive examples and videos, images that support critical thinking, and text recognition, typically the modules are read aloud. 

UD and UDL have similarities but also have differences. In the example of the stairs, people that are not able to independently walk up the steps can engage in reaching the top through the ramp. In UDL, successful planning implements the inclusion of diverse resources to support students with various abilities to engage, represent, and provide action & expression. See Adrian’s picture on this blog, Adrian started with board books as he developed motor skills to flip through the book without ripping the pages. Using the zone of proximal development (ZPD), upon his success to flip through the pages of the book independently, I supported him with hardcover books. Upon his achievement in the use of a hardcover books, then, he transition to paperback-books. The practice of various supports can support in engagement, as well as sensory friendly books that support in representation, and journals where students can be involved in action & express themselves. Books are important at any stage of life and can be supported in planning of UDL curriculum. The British educator, Sir Ken Robinson, said the key to education is to personalize it by building with the individual’s strengths and can naturally discover their passions (Meyer, Rose, & Gordon, 2014).

Some examples from the readings that I connected to my environment was reviewing chapter one in UDL Theory & Practice – that UDL reduces barriers, provides context and self-awareness, and support to engage, represent and provide action and expression to students. In addition, the YouTube video emphasize on students who are marginalized and underserved, such students include English Language Learners, disabilities, and gifted and talented. UDL provides the ability to plan for all of your students to meet them at their zone of proximal development and support them to reach their potential (National Center on Universal Design for Learning, 2010).