The article I read was about the "Universal Design for Learning Guidelines for Accessible Online Instruction" and how it specifically can be integrated with adult education, which is what I teach. They specifically discussed this in regards to an online class, but I believe a lot of that translates to normal classroom learning. They discuss in general what the universal design for learning is and how it aims to teach all students and meet their individual needs. I found that they discussed how different choices of how we present something or how students are assessed is the key to the UDL. Not just presenting things in different ways and utilizing modeling, but also giving students choice in how they are assessed instead of just giving everyone the same standardized multiple choice questions. Since most states have a standardized testing that is like this, the ultimate goal is to get students prepared for this by using different methods of instruction to present the standardized goals and concepts. In the article, the authors discuss that "[w]e needed formats that stimulated student interest and motivated them to meet high expectations"(Rogers-Shaw et al., 2018). With most lessons, I normally have more than one way in which I assess their understanding of a skill, and we do GED questions because that is what my students are preparing for, but specifically for the lesson plan I am teaching with electricity, aside from the GED work, I also am going to be collect5ing their labs we do in class and based on that I decide what misconceptions students still may have and I try to take a long time especially if students have difficulty with any concept.
One learning strategy I found as I explored the CAST website, is something I also saw in the article I chose to summarize, which is the Universal Design for Learning model. This model outlines different ways in which students learn, so there has to be different ways in which we engage students. For example some may learn better with visuals, others learn better by listening and observing, others learn better by doing and engaging in the skill itself. So with this universal design the goal is to provide all students with the best opportunity to learn the concepts they are required to learn. Modeling or representation is necessary so students can see how you as the teacher would do with the skill, then they need to be engaged and try things out in a setting where they are not afraid to make mistakes. The last step is action or expression of knowledge. This is normally done through assessment. In regards to the universal design, students may need to express their knowledge in different ways. Choice in how students present their knowledge is vital as everyone learns and expresses themselves in different ways. As teachers we must realize this and give our students the opportunity to do different types of activities that are not just a standardized multiple choice test.
In an article under the tips and resources section, I read about how to help students with disabilities using the universal design framework. The article is titled "Curriculum Access for Students with Low-Incidence Disabilities: The Promise of Universal Design for Learning," written by Richard M. Jackson. Jackson details several different disabilities that students may have and how to better help these students when it comes to learning curriculum. One example they discussed was what students with low-incidence disabilities need to know and be able to do will depend on the expectations and standards embraced by their IEP team" (Richards, 2005). They discussed a lot about how it is vital for general education teachers to collaborate with special education teachers to better learn how to serve all students in a classroom setting. This ties right into the universal design strategy of presenting material in various ways and allowing students choice in how they produce certain standards of knowledge.
References
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from: http://udlguidelines.cast.org
Jackson, R., M. (2005). Curriculum Access for Students with Low-Incidence Disabilities: The Promise of Universal Design for Learning. Wakefield, MA: National Center on Accessing the General curriculum. (Links updated 2011). Retrieved 11/16/2023 from http://aem.cast.org/about/publications/2005/ncac-curriculum-access-low-incidence-udl.html
Rogers-Shaw, C., Carr-Chellman, D. d., & Choi, J. (2018). Universal Design for Learning: Guidelines for Accessible Online Instruction. Adult Learning, 29(1), 20-31.
