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Universal Design for Learning

The pedagogical approach termed Universal Design for Learning instigates three principles for universal accessibility for learning:

  • Principle one: Multiple means of Representation
  • Principle two: Multiple means of Expression
  • Principle three: Multiple means of Engagement1
Image on a black background with all the text displayed in a gradient colour scheme from yellow to green. At the top of the image we find three words in bold text: WHAT? HOW? WHY? Underneath the WHAT? there is an image of a human brain, also in the black, green and yellow colour scheme and where the yellow in the mid-section of the brain is signifying which parts of the brain (the Parietal and Temporal lobes) which are most activated when we engage in remembering the what of learning. At the bottom we find the words representation and recognition networks. Underneath the HOW? there is an image of a human brain, also in the black, green and yellow colour scheme and where the yellow in the front section of the brain is signifying which part of the brain (the Frontal lobe) which is most activated when we engage in strategic networking and in the how of learning. At the bottom we find the words expression and strategic networks. Underneath the WHY? there is an image of a human brain, also in the black, green and yellow colour scheme and where the yellow in the mid-section of the brain is signifying which part of the brain is most activated when we are emotionally motivated and stimulated. At the bottom we find the words engagement and affective networks.

Universal Design for Learning

The first principle acknowledges the fact that there is an important distinction between simply accessing information and being able to use it, while the second principle seeks to make sure that there are alternative means of expression of student’s work, utilising various teacher scaffolding principles. The third principle reflects the idea that not all students will be motivated by the same extrinsic rewards or conditions, nor will they develop the same intrinsic motivation when using the same methods for everyone. There are two main paths of addressing the ‘problem’ of disparity within groups or classes. One could choose to see the difficulties as the problems of an individual which would foster solutions that address weaknesses in the individual. However, the issues could instead be considered ‘environmental’ problems in the design of the learning environment. For example, the typical overreliance on printed text for presenting content and evaluating students clearly, and differentially, raises barriers to achievement for some students while privileging others. This is partly why we would advocate a more diversified and active methodology, and “such an environmental view fosters solutions that address the limitations of the learning environment rather than the limitations of the student, while making the student less of a problem, and more a part of a [valuable] diversity within the class”.2

Picture from inside a school, with four seated girls in the foreground, all with black hair, flicking through books at a book-table strewn with colourful books. Behind the girls we see several boys of a similar age, probably later primary years, also eagerly looking in the books. All the children are wearing a school uniform consisting of a short-sleeved white patterned shirt.

Decentralized Basic Education in Indonesia

Attribution: USAID Indonesia, Public domain, via Wikimedia Commons

Lessons for Mainstream Schools

A two-part image where the top part has a black background and at the very top it says DEGREES OF INVOLVEMENT IN LEARNING in the gradient colour scheme from yellow to green. Beneath that there are four symbols, all also in the two colours yellow and green, underneath the first symbol from the right it says IMMERSED, and the symbol is made up of four wavy lines. Under the second symbol it says COOPERATIVE, and the image looks like a circle of 4 "paper people chain", but only with their upper bodies. Under the third symbol it says ENGAGED,  and the symbol is two hands in a handshake, in the form of a heart. Under the fourth and final symbol it says INSTRUCTED, and the symbol is of a clip board with three large ticks and lines Underneath the four symbols we find four banners with yellow and green background colours. In the first banner from the left we find the text; Takes up challenges, Develops new skills, Completely immersed in the task or learning activity, Is curious, creative, imaginative and innovative. In the second banner it is written; Collaborates to solve problems, Takes control of own learning, Makes meaningful connections to real-world problems Connects with others who share similar interests.  In the third banner we find the text; Reaches out to others, Starts taking responsibility, Explores new ways to learn and becomes increasingly autodidact, Develops new interests and makes discoveries. In the fourth banner it says; Is unengaged and lethargic, Feels powerless and inadequate, Often feels nervous but will follow instructions to hide insecurity, Might only answer questions when directly asked.

Degrees of Involvement

By getting inspiration from special needs education classes even the high-performing students will benefit, because teachers can become more flexible in adapting the content of their teaching not only for the students with difficulties but also for students in need of extra stimulation and greater challenges. For special needs students attending adapted classes, grades might be irrelevant. The ultimate goal of going to school for these students is often to learn to become independent in their daily life. The competences acquired in school need to be durable know-how more than mere factual encyclopedic knowledge. The learning of facts and figures can be less relevant and the actual practicality of the competencies acquired should not be subjected to the same kind of quantitative or qualitative assessment. Adapted education offers one of the most relevant parallels to the concepts previously described in this book. The lifelong learning experience that it provides illustrates how there is no point learning for the sake of the school in itself. The point is to learn to be able to survive and thrive in the real world.

The main challenge for the students with learning difficulties does not usually occur during their school years; it transpires when they try to enter the job market. That is why sustainable and integrative active learning is so important for that type of education. It is in many cases better to prepare the students to use practical know-how, while orienting them towards the right kind of potential career choice. In this way, they might be able to integrate in society with fewer difficulties. It can be hard to be accepted on the work market, as some potential employers might have preconceived ideas detrimental to their job prospects. This reality can apply to any individuals who are in any way differing from the norm or who did not have the privilege to receive the right type of adapted education when they were in school. One of the main hindrances will always be to find employers who are able to see the potential in any individual, particularly those who do not as easily fit the norm.

As an example, we know of a student who went to work-training as part of his education and subsequently received a job offer after a few weeks from the employer who was giving him training. The employer asked if that student really needed to go back to school and if instead he could start working right away for his company. The student in question was so highly motivated to get this type of work that he was making comments such as “I’m happy it’s Monday, we’ve got a whole week of work ahead of us!” Meanwhile, his colleagues were expressing the more relatable “Thank God it’s Friday!” On the contrary, he was sad on Friday afternoon, as the weekends were boring for him, and he was looking forward to going back to work on Monday. To be accepted on the work market was an extremely rewarding experience for that individual who suddenly felt like he fitted in and could use the acquired know-how that he received in his adapted special needs school to a real-life setting on the job market. By displaying a deep willingness to work and a high level of inner motivation, this individual provides an inspiring example of a successful sustainable active learning experience. There are plenty of similar inspiring stories, and they can be found in almost every special needs class or educational setting. These examples serve to vindicate the hypotheses of this book by providing small-scale success stories that could be applied on the larger scale, on the international scene, through a truly integrative and all-encompassing curriculum for all. Because what works for students with learning difficulties or neuropsychiatric disorders will inevitably benefit students of all categories, including the high performers in need of extra stimulation.

Lego Spike Prime - Rubik Cube

As we have seen before, ordinary pedagogy is not always sufficient, and it is generally said that special education is used where the usual pedagogy is not enough. When the goal is to achieve development in a way better suited to the individual needs of each student, teachers need to better define their pedagogical approach in collaboration and while communicating closely with their colleagues who have a different level of specialisation and who teach subjects that are not necessarily related to theirs. This is why the contribution of special pedagogy takes on a very enriching advisory role for teachers who seek to apply learning strategies adapted to regular classes that have made a shift towards inclusive and active education. But if the usual pedagogy is defined more broadly and the colleagues are open to collaborating in a transdisciplinary way, then little special pedagogy will be necessary in order to proceed to an amalgamation of the school subjects in an integrative way for students of all abilities.

UDL 1

Teachers must be able to offer choices so that the students can adequately express their level of knowledge and their capacity for thinking. The broad participation offered by integrative methods will unequivocally contribute to the social inclusion of students with learning difficulties or of those who are newcomers to their host country and who seek to integrate as quickly as possible. Sometimes it is difficult to understand what these students mean, and it becomes important for the student to be able to express their knowledge in different ways. This flexible approach will undoubtedly serve to counter the development of a segregated and fragmented society. Indeed, this approach will indisputably contribute to the prevention of the emergence of major societal problems, as teachers and students will have developed an awareness of epistemology, while finding solutions that are both academically sustainable and practically achievable.

UDL 2

  1. Rose, D., Harbour, W., Johnston, C., Daley, S., and Abarbanell, L., Universal Design for Learning in Postsecondary Education: Reflections on Principles and their Application, Journal of Postsecondary Education and Disability, Vol. 19, No. 2, pp.135–151, Fall 2006.

  2. Ibid.., p. 150.