Universal Design for Learning

As educators, our foundation must be grounded in these shared beliefs (excerpts taken from the Education for All, K-6 document):

• All students can succeed.
• Each student has his or her own unique patterns of learning.
• Classroom teachers need the support of the larger community to create a learning environment that supports all students.
• Fairness is not sameness.

As we continue to navigate through the endless possibilities of engagement and learning for our students using online platforms, we need to 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? And how do we know this?

The goal of inclusion and success for all students involves planning for the diverse learning needs within our classroom. Students will be able to access learning in ways that engage, empower and build self-esteem and confidence. Providing multiple entry points for students to access learning is critical, as students do not have the same knowledge, skills, and background when accessing curriculum content. Ensuring that the specific needs of students 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 support the dismantling of gender, race and ableism stereotypes, are just some of the ways that allow students to find belonging and see themselves in the learning taking place. Being mindful of how information is presented and keeping student 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 students in order for them to have an impact on teaching and learning.

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

• Are a variety of tasks being used to inform my assessment?
• Do my assessments plan for my learners with identified special needs?
• Are IEP accommodations and modifications embedded in my assessments?

and,

• Are assessments designed to provide feedback to encourage a growth mindset?

To meet the diverse needs of learners, tasks that assess for, of, and as learning, should include movement tasks (i.e. allowing for students to continue engagement through physical activity), short videos/animations that check as learning using formative quizzes and challenges, exit tickets that include visuals for students who have challenges giving details, and tools that provide immediate feedback in both written and visual forms.

For example, during a math lesson, assessment as learning can happen by asking students to share with a partner their thinking while problem solving. This allows students the processing time needed to filter through and think about the information presented, record and gather their thoughts and/or solution, while allowing these actions to take place in a small familiar group, before sharing with the whole class.

As we strive toward the goal of academic success and well-being of all students, we must always recognize and put in place intentional programming strategies for students that may not be accessing the material, feeling success, and those whose voices are silent and unable to advocate for themselves. Knowing your learners, their strengths and needs, and using an equity and inclusivity lens to guide pedagogy will support all students within the classroom.