UDL & Central Tendency (Week 5 Blog)

 In the article by Basham, Smith, and Satter (2016), the idea of moving instruction towards a more accessible approach within a digital learning environment is discussed. The specific framework is known as the Universal Design for Learning (UDL). While traditional accessibility features (captions, text-to-speech, etc.) help students access the content, they do not always support actual learning. To address this issue, the researchers created the UDL Scan Tool, which evaluates whether digital learning materials provide multiple means of engagement, representation, and expression to meet the needs of diverse learners. The study found that evaluating learning materials through a UDL lens might help educators select resources that better support all students, including those with disabilities. 

This article relates to my lesson on central tendency because I aim for my students to grasp the content well without running into major issues that require large accommodations, essentially wasting valuable time that could have been adjusted at the beginning. "Using UDL principles, I can provide information through graphs, charts, real-world data sets, and visual representations" (Journal of Special Education Technology). Students also have the option to demonstrate their understanding through discussions, digital activities, and other means. The article backs up the idea to provide accommodations before the lesson even begins, so that the lesson flows more efficiently. By utilizing this approach, my lesson will in turn be more engaging and accessible for learners of all types. 

After referring to the CAST website, two strategies stood out to me. The first being under Design Options for Sustaining Efforts and Persistence: foster collaboration, interdependence, and collective learning. For this strategy, the idea of learners supporting each other is the central focus. Creating a community of students, all with different ideas, that push each other to extend their own thinking. The second strategy, under Design Options for Action and Expression, is to organize information and resources. My school might be different than others, but I have noticed that majority of my students were never really taught how to take notes or organize their own information. They were never taught how to listen to verbal cues or read important information and jot down their ideas. Before I even started actually 'teaching' them, I taught them how to take notes and such. At first, they were very messy, which was expected. But after repeated practice and support, they are able to organize their thoughts on paper and through verbal expression. In relation to the strategy, students will utilize note-taking strategies and graphic organizers to collect their thoughts in a concise manner. 

The 2024 NETP also discusses the integration of the UDL framework. When I was reading the NETP, it stuck out to me that simply providing technology for students just isn't enough. The use of the UDL framework was supported to allow students to use it both passively and actively. Passively using technology refers to using it to simply complete homework. Actively using technology refers to using it to create, analyze, and solve problems. In relation to my own teaching, I plan to integrate UDL into my lessons; technology-rich lessons that provides the students with choice, more than one route to success, and opportunities for meaningful problem solving. By integrating this framework, it is ensured that technology enhances learning for everyone. 

Resources

A Call to Action for Closing the Digital Access, Design, and Use Divides 2024 National Educational Technology Plan. (2024). https://files.eric.ed.gov/fulltext/ED641164.pdf

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

CAST. (2024). The UDL Guidelines. CAST. https://udlguidelines.cast.org/

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