Universal Design for Learning (UDL) - Week 5 Blog
A summary of Bashim, J.D., Smith, S.J., and Satter,
A.L. (2016). Universal Design for Learning: Scanning for Alignment in K-12
Blended in Fully Online Learning Materials. Journal of Special Education
Technology, 31(3) 147.
In the article by James D. Basham et.al it was
acknowledged that the popularity of online and blended learning for K-12
learning is on the rise for learners of varying ability including learners with
disability. Hence, investigations into
the barriers of online learning for students with disabilities is
imperative. Many online learning environments
use pre-packaged instructions and assessments that does not meet the needs of
various learners. This article
highlighted the review of K-12 digital learning curricula of online/bended
learning for learners with disabilities that includes its accessibility and
alignment with the UDL framework. It is
important that all students including peers with disabilities be included in
the effectiveness of blended or online learning. Research from the Center of Online Learning
and Students with disabilities concluded that only 36% of states can guarantee that
their online K-12 environments are accessible for students with disabilities.
Hence, more must be done to improve on this
limitation. Hashey and Stahl (2014)
introduced the Voluntary Product Accessibility Template (VPAT) which examines
educational software to ensure that they meet the needs of students with
disabilities. Educators can use the VPAT
table to access the effectiveness of their online program for students with disabilities.
This article then dived into the Universal Design for
Learning (UDL) as an instructional framework that supports the variability of
all learners that designs learning that focus on the integration of providing
multiple means of engaging students and reduces barriers in instruction for students
of varying abilities including students with disabilities. UDL guidelines
ensure basic accessibility and metacognitive state of learning. In order to develop K-12 online or blended
programs that align with UDL framework states must utilize a UDL Scan
tool. The UDL scan tool was created
using Qualtrics Labs, Inc Software. The
UDL scan tool can be accessed online and provides educators with a measurement
tool that reviews online content systems for their effectiveness to support
learner accessibility and variability and meet the UDL principles, guidelines,
and checkpoints.
This tool was developed in partnership with CAST and
the founders of UDL. This measurement
tool demonstrates potential to align online or blended program with
requirements of UDL. Additionally, the
UDL scan tool allows teachers to develop a better understanding of learner’s
variability. The studies in this article
focused on the UDL scan tool and its effectiveness of aligning digital programs
to meet the needs of varying learners. The
UDL scan tool has only been tested on digital products that provide students
with instructional materials rather than on LMS such as CANVAS or brick and
mortar instruction lesson.
In summary, it is imperative for educators to develop
an understanding of UDL framework and how this framework will support better
online learning materials for all students especially learners with
disabilities. In my lesson plan draft without
knowing utilized UDL by allowing students in group to actively participate or
engage in generating statistical graphs using a technological tool of a real-life
scenario where students value this activity and can later apply this skill to
other real-life situations. However more
UDL strategies can be utilized in my lesson.
After visiting the CAST Universal Design for Learning website,
I recognized as an educator that the creation of authentic activities that are
socially relevant is an important UDL strategy to utilize in a lesson to get
all students engaged in the lesson. In
my lesson I have students in groups conducting a survey of the class preferred theme
park which they will visually represent using statistical graphs. This will allow all students to engage in a real-life
activity which optimize relevance to learners, which is a UDL checkpoint 7.2
under engagement.
Another strategy I can utilize is the use of varying
representation of learning materials. My
multimedia presentation version of the lesson can include videos, various colors
and images that captures the attention of all learners. Also, by allowing students to bring their own
electronic device to complete the group activity will allow students to use a
tool that is user-friendly to them. Also,
as an educator I will group students with peers that can effectively assist
each other to navigate the instructional technologies. UDL guidelines in lesson
instructions will allow educators to reduce the barrios of learning of students
with disabilities.
Reference:
Bashim, J.D., Smith, S.J., and Satter,
A.L. (2016). Universal Design for Learning: Scanning for
Alignment
in K-12 Blended in Fully Online Learning Materials. Journal
of Special Education Technology, 31(3) 147.
https://www.cast.org/impact/universal-design-for-learning-udl#.XGn5889Kho4
Your blog is very informative. The VPAT and UDL scan tools are things I had never heard of until this course. I find there are teachers who throw technology into the classroom without clear guidance on how they should be using it and expect students to just learn from the technology. I have experienced this with my own child when his teacher presented work and new concepts only through online websites and not through explicit direct instruction last year. This is something I am becoming more aware of and find myself advocating for what is best practice for students.
ReplyDeleteI chose this same article. I was shocked to find that only 36% of states guarantee that their K–12 environments are accessible for students with disabilities. That's only 18 out of 50. Clearly more needs to be done, and perhaps tools such as the VPAT can be used to close that gap.
ReplyDeleteAnother thing that really stood out to me in this article was the fact that accessibility standards for digital materials, are more aligned with sensory and physical challenges, but limited in how they support cognitive and learning barriers, such as students who struggle with reading, processing, memory, and similar cognitive demands. It seems to me that technology has gotten to a point where these students could benefit, and we haven't even scratched the surface.
I think Lisa, in the other comment, also brings up a very good point. Technology is a tool, and one of many that we should be using. Too many rely too much on technology to replace traditional instruction, when they should be using technology to support traditional instruction.
E.
I think it is a great idea to group students up with peers that will benefit them when it comes to group activities. I think all too often, students are grouped with students based on proximity. While this may be more convenient for teachers, it won't always be the best situation for the students. this is an important point to keep in mind.
ReplyDeleteNice job, I think you did a good job at summarizing the article. I didn't get a chance to read that one so, I have to take you word for it!
ReplyDelete