- Adult Development. UDL is an entry point for conversations and engagement about adult development and adult learning. To understand and make explicit what have been and are our own barriers to learning. Learning about our students. For us as educators to be explicit about what it feels like to be wrong. (We were trained to know stuff and be right) As discussed by Berger, J. G. (2019). The experience of being wrong is the experience of learning. Implementing Universal Design for Learning is about adults learning to be able to design learning for others. To see what is possible.
- Culturally sustaining pedagogies and practices are critical for student access to learning. How does my culture values and beliefs connect to this learning? How does my students culture values and beliefs connect to this learning?
- Intellectual capacity / Diversity of ideas. If the purpose of education is building intellectual capacity and diversity of ideas then this must be accessible to all. Whitehead, A. N. (1929) Dewey, J. (1938) Equity of access to building intellectual capacity. In other words - No barriers folks - access to building intellectual capacity and working with and valuing diversity of people and ideas is our work.
UDL Benefits for students
UDL Benefits for adults, educators
1.Way of thinking about teaching and learning that gives all students equity of opportunity to learn
2. Personalised learning
3. Student voice has value
4. Provide tools and supports they need to demonstrate their learning in ways that work for them across all classes
1. Supports us to practice being wrong
Rational: Educators are trained to be right, to hold tightly to best practice. But what happens when best practice isn't working for some students?
2.Supports us to work with uncertainty which is a requirement for working in complex spaces. Rational: Best practice is based on certainty. Berger, J. G. (2019) suggests when we are certain we have a limited ability to notice possibilities. She refers to this as being ‘Trapped by rightness’
3. Supports a shift in our practice
Bae, S., Ofiesh, N. S., Blackorby, J. (2018)
“4. Offers a framework to guide decision-making ( Chrissie Butler, CORE Education)
5. Identify and minimise barriers to learning and wellbeing hidden in their teaching
6. Consider how to offer useful options and supports that can be built into the learning environment at the outset
7. Problem solve with colleagues, students and whānau using the shared language of UDL.” ( Chrissie Butler, CORE Education)
Benefits for Families
Leaders have a framework that will:
“1. Their ideas and questions will be welcomed
2. The uniqueness of their child will be valued and seen as a source of strength for the community
3. The learning needs of their child will be met their child will not be singled out or separated from their peers.”
1.support their growth and development as an inclusive school
2.support consistent, coherent inclusive teaching and learning practices across their school
3.guide the design of more inclusive systems and processes, community events and building projects
4.provide a shared language that can be used with all stakeholders, across all contexts. ( Chrissie Butler, CORE Education)