EDPY301 Lecture Notes - Universal Design, Screencast, Peer Pressure
6 Feb 2019
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UDL 2.2
Learning outcomes for part 2.2 include
- Describing the three basic elements that must be considered when planning UDL
environments
- Listing and explaining the principles for access to the physical and social environments
that need to be considered in planning UDL
This short video from CAST recaps the three principals UDL we have been examining.
Narrator: “CAST UDL principles help educators customize for individual differences in each of
the three brain networks. A universally designed curriculum offers: multiple means of
representation to give learners various ways of acquiring information and knowledge; multiple
means of expression to provide learners alternatives for demonstrating what they know; multiple
means of engagement to tap into learners’ interests, challenge them appropriately and motivate
them to learn. To reach each student, teachers need to customize learning using flexible tools,
teaching methods and assessments.”
In universally designed learning environments there are three basic elements that must be
considered: The physical environment, the social environment and the academic environment.
Let's first consider designing the physical learning environment. Take a moment to imagine the
ideal classroom, consider what does it look like? What does it have in it? How is the furniture
arranged? What else are you imagining? The ideal classroom has: open and adaptable spaces,
flexible furnishings, organized materials, lots of natural light, individualized heating and cooling
controls, safe and appropriately sized chairs desks bookcases windows and doors, uncrowded
work areas, easy access to available technologies, individual space for each student at a table
or desk and a cubicle bin or a locker for personal items. Now, as a teacher you will not always
walk into an ideal space, but it's important to evaluate the space to determine what can and
cannot be changed, while determining strengths and needs of the physical setting.
We can connect our understanding of Universal Design for Learning to the basic principles
universal design in architecture by using the ACCESS acronym. Let's see how this applies to
designing the physical environment. Applicable - is the space useful to everyone? Capability - is
the physical space flexible and adaptable? Clarity - is needed information straightforward and
predictable? Expression - does the room design communicate needed information to all users
regardless of the conditions of the space or the sensory needs of the student? Safety - are their
physical hazards or does the space create barriers that impede movement or could create
safety risks for particular individuals? Size and space - is furniture in proportion for the user are
materials and technologies accessible and approachable for the use?
Document Summary
Describing the three basic elements that must be considered when planning udl environments. Listing and explaining the principles for access to the physical and social environments that need to be considered in planning udl. This short video from cast recaps the three principals udl we have been examining. Narrator: cast udl principles help educators customize for individual differences in each of the three brain networks. To reach each student, teachers need to customize learning using flexible tools, teaching methods and assessments. In universally designed learning environments there are three basic elements that must be considered: the physical environment, the social environment and the academic environment. Let"s first consider designing the physical learning environment. Now, as a teacher you will not always walk into an ideal space, but it"s important to evaluate the space to determine what can and cannot be changed, while determining strengths and needs of the physical setting.
