Universal Design for Learning

The aim of Universal Design for Learning is to provide access to the curriculum for all children, and to assist educators in designing environments to make them accessible to everyone, regardless of age, skills, or situation.

As educators, reflect on the following questions:

Are the learning opportunities we are providing accessible to ALL learners?
Are the lessons providing multiple entry points for our learners?
Are we reaching ALL learners? How do we know this?

The foundation must be grounded in these shared beliefs:

All children can succeed.
Each child has their own unique patterns of learning.
Successful instructional practices are founded on evidence-based research, tempered by experience.
Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of children.
Classroom educators are the key educators for a child’s literacy and numeracy development.
Classroom educators need the support of the larger community to create a learning environment that supports all children.
Fairness is not sameness.

Adapted from: “Learning for All: A Guide to Effective Assessment and Instruction for All children, Kindergarten to Grade 12” (Ontario Ministry of Education, 2013, p. 12), as cited in “Education for All, K–6” (Ontario Ministry of Education, 2005, pp. 4–5).

Source: http://www.edu.gov.on.ca/eng/general/elemsec/speced/learningforall2013.pdf

To achieve the goal of inclusion and success for all children it is important to plan for diverse learning needs to ensure that children will be able to access learning in ways that engage, empower, and build self-esteem and confidence. Providing multiple entry points for children to access learning is critical as they do not all have the same knowledge, skills and background when accessing curriculum content. Ensuring that the specific needs of children are known prior to teaching and assessing is crucial so that lessons and assessment can be adapted for understanding, engagement, and success.

Intentionally including resources that celebrate and capture different cultures and ethnicities; support the dismantling of gender, race, and ableism stereotypes; promote the diversity of family structures; and bring attention to issues around social justice, are just some of the ways that children find belonging and see themselves in the learning taking place. Being mindful of how information is presented and keeping child needs at the forefront, will help decide whether things such as larger font, text to speech or speech to text, and interactive supports are needed. Resources must be accessible, understandable, and relatable to children in order for them to have an impact on teaching and learning.

Along with the accessibility of resources, assessment of child learning using an online platform must also and always consider the diverse needs and abilities of the children.

At the forefront of assessment planning, ask questions such as:

Are a variety of tasks being used to inform my assessment?
Do assessments plan for learners with identified special needs?
Are IEP accommodations and modifications embedded in my assessments?
Are assessments designed to provide feedback and encourage a growth mindset?

To meet the diverse needs of learners, tasks that assess for, of and as learning should include movement tasks, short videos/animations that check as learning using formative quizzes and challenges, exit tickets that include visuals for children who have challenges giving details, and feedback tools that provide immediate feedback in both written and visual forms.

For example, assessmentas learning can happen by asking children to share their thinking with a partner. This allows children the processing time needed to filter through and think about the information presented, record and gather their thoughts in a small familiar group, before sharing with the whole class.

Providing movement breaks in between learning tasks is another way to allow children to stay engaged and on task.

As we strive toward the goal of academic success and well-being of all children, we must implement intentional programming strategies for those children that may not be accessing the material, whose voices are silent or are unable to advocate for themselves. Knowing the strengths and needs of learners, and planning with that information in mind, will support all children within the classroom. As we engage in online platforms, we must still use an equity and inclusivity lens to guide our pedagogy and to ensure differentiated instruction and assessment has been embedded within the learning environment.