Week 5: Universal Design for Learning

  Universal Design for Learning 

Summary: Introduction  

  The popularity of online and blended learning in K-12 education has grown, but researchers have not yet thoroughly examined its fundamental aspects. The primary characteristic of these environments is their substantial dependence on pre-packaged content and curriculum, which accounts for up to 90% of instructional materials from external vendors instead of materials developed by teachers. The new online learning systems redefine teacher roles from classic instructors into diverse positions that change with each specific online learning model and environment. School districts and teachers use vendor-created digital lessons and resources because creating online content independently requires substantial resources.   

  Summary: Body   

  The teacher serves as the official instructor in digital learning environments, but the learning experience remains primarily controlled by the curriculum provided by vendors. Digital learning materials serve as the primary source of the educational experience while teachers supplement this content as required. The article examines the deficiency of research surrounding pre-packaged online content while acknowledging changes to the teacher's role. Still, it particularly examines how this content affects students with disabilities and struggling learners. Research from the Center on Online Learning and Students with Disabilities is reviewed in this article, which examines K-12 digital learning curricula. The article discusses the inadequacies of exclusive dependence on accessibility guidelines and makes a case for implementing the Universal Design for Learning (UDL) framework. The report draws attention to the growing population of students with disabilities.  The article presents a newly developed tool that evaluates how online learning systems adhere to Universal Design for Learning principles. The Center developed the UDL Scan tool to assess online learning content and systems based on the Universal Design for Learning (UDL) framework. UDL is a research-based framework that emphasizes multiple means of engagement, representation, and action/expression, aiming to reduce learning barriers and maintain high expectations for all students.  

Summary: Conclusion 

While the tool showed promising results, the study acknowledges limitations, including the small sample size and its focus on content-providing products rather than Learning Management Systems (LMS). The authors argue that online learning improvements for all students, including those with disabilities require a transition from simple accessibility to a Universal Design for Learning framework, which can be supported by the UDL scan tool for districts and developers. 

 

          Article Reflection for Lesson Plan 

I will incorporate Universal Design for Learning (UDL) in my ELA Writing Lesson Plan by 

 combining the foundations of UDL, digital instruction, and the needs of learners with disabilities 

to create an inclusive and effective learning environment.  

I will: 

• Define clear learning goals that are achievable for all learners.  

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• Provide content in various formats (text, audio, video, images). 

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• Offer visual aids, graphic organizers, and other tools to support comprehension. 

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• Offer opportunities for collaboration and peer support. 

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• Connect learning to real-world contexts and students' interests.   

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I plan to incorporate interactive digital activities to enhance engagement and provide opportunities for practice

and feedback. I will support learners in writing informational essays by using word processing software with

spell check, grammar check, and text-to-speech features. In addition to this, I will provide graphic organizers

and templates to support writing organization and allow students to choose their writing topic based on their

interests and make connections to real-world contexts by researching relevant topics. 

Basham, J. D., Smith, S. J., & Satter, A. L. (2016). Universal Design for Learning. Journal of Special Education Technology, 31(3), 147–155. https://doi.org/10.1177/0162643416660836 

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