https://www.listennotes.com/e/af01648bcfe745348ec3ed6702a51ca2

Have you had a chance to check out my interactive expert on my website? There are some great conversations and questions going on there. You can check it out at https://liberationthrougheducation.com/ask-me-anything. Again, check out the questions and conversations happening there at https://liberationthrougheducation.com/ask-me-anything. Welcome to another episode of of K-12 Education Untangled. My name is Dr. Kim J. Fields, former corporate manager turned education researcher and advocate, and I'm the host of this podcast. I got into this space after dealing with some frustrating interactions with school educators and administrators, as well as experiencing the microaggressions that I faced as an African American mom raising my two kids who were in the public school system. I really wanted to understand how teachers were trained and what the research provided about the challenges of the public education system. Once I gained the information and the insights that I needed, I was then equipped to be able to successfully support my children in their educational progress. This battle-tested experience is what I provide as action steps for you to take. It's like enjoying a bowl of educational research with a sprinkling of Mother Wit wisdom on top. If you're looking to find out more about current information and issues in public education that could affect you and your children, and the action steps that you can take to give your children the advantages they need, then you're in the right place. Thanks for tuning in today. I know that staying informed about K-12 public education trends and topics is important to you. So keep listening. Give me 30 minutes and I'll untangle the latest trends, issues, and topics pertaining to this constantly evolving K-12 public education environment. In this episode, I'll be discussing what universal design for learning is, and how it impacts marginalized students. Does a one-size-fits-all approach to learning work? Should the individual needs of each student be considered? The short answer to question one is that this approach is no longer effective. And the short answer to question two is, Yes, differentiated instruction matters. For education systems of the future, the ultimate outcome is to provide a learner-centric curriculum that engages students and supports them so that they successfully meet their educational goals. One framework that addresses these outcomes is the Universal Design for Learning. I explore what this framework is about and the growing popularity of implementing it in schools across the country. Let's untangle this. Universal Design for Learning is rooted in the principles of Universal Design, which originated in architecture to ensure accessibility for everyone. The Universal Design for Learning or UDL is a framework that has the potential to enhance inclusive, diverse, and equitable practices for teaching and learning. It is a person-centered, strength-based approach that relies on teachers knowing the children in their classrooms quite well. It also emphasizes that all students require high expectations to be set. that barriers to success exist in the system, not in the student, that there is no one-size-fits-all approach to teaching, and that self-reflection leads to expert learners. Personalized learning is a core part of the UDL framework. The Universal Design for Learning framework is designed to support all learners to access their right to inclusive education by designing learning to meet their diverse and variable learning needs. It's an effective framework for all children, including children with learning disabilities, physical disabilities, and autism. UDL has positive implications for artistic learners because it's focused on finding ways that work for them so that the curriculum is equitable and accessible. It's a way to ensure that diversity is embraced in the classroom rather than singling it out. It provides the flexibility that autistic learners need by allowing information to be presented in different ways, and it also allows different ways for autistic children to demonstrate their knowledge and skills and to become engaged in their learning. This reduces barriers to instruction while also maintaining high and realistic expectations for all learners. There are three core principles of UDL. The first principle is multiple means of engagement, and it's the why of learning. It deals with the emotional and motivational aspects of what we do and what we learn. The second principle is multiple means of representation, and it's the what of learning. This principle is used to help us gather and process information from the environment and to make sense of that information to form effective knowledge. The third principle is multiple means of action and expression, or the how of learning. This is about how students are able to effectively demonstrate their understanding of concepts and information. English language learners are another population of students who benefit from having universal design for learning in their curricula. English language learners are one of the fastest growing segments of K-12 students in this country. When English language learners don't respond to instruction as quickly as their English speaking peers, teachers may focus on their deficits and wrongly label them as having a learning disability. But by teaching strategies of self-regulation and individual coping skills, as well as providing guided practice and support to sustain effort, then giving students various ways to achieve the same goals in a safe learning environment through the use of UDL, teachers of the English language learners can engage students in their classrooms. Multiple means of engagement is the key UDL principle that needs to be addressed first when dealing with English language learners. The reason behind this is that students must be interested, sustain their effort, and develop coping skills and strategies before they can take in knowledge, comprehend it, and express what they know. The activities and information necessary to engage students' interests has to be culturally relevant and minimize threats and distractions so that the educator is providing a safe space for students to learn. Students need choices to practice and assess skills, as well as various options for tools and support. In this way, teachers can increase students' engagement with the academic content. All students have areas of strengths and vulnerabilities. Instead of immediately testing an English language learner to determine if the student is eligible for special education. Teachers and support staff can use the UDL of multiple means of engagement in the pre-referral process by providing a safe space to learn by offering relevant choices that connect to the individual student's strengths and interests and by looking to the family and community for additional resources to understand and support the students. Universal Design for Learning has a large effect on academic achievement. It helps with improving student attention, interest, cooperation, and self-regulation skills. In addition, it helps students retain knowledge through multiple representations of information and knowledge, and it promotes active participation in course lessons. The principles of UDL improve student learning and participation by meeting different student needs and making education more inclusive and effective. In providing self-regulation skills for students, UDL requires students to apply the necessary skills to successfully themselves and to provide adequate alternatives to support students who have no prior experience. These self-regulation skills involve students taking responsibility for their own learning. The findings from a particular research study recently that came up with these results applied to primary school mathematics and English courses. However, Universal Design for Learning can be included in preschool classrooms as well. Did you know that science instruction is vital in early childhood classrooms and that about a quarter of instructional time is spent on science-related tasks? Well, the research provides sufficient examples that support this. It seems that the focus in preschool classrooms is on preschoolers observing the world around them and solving problems. The National Science Teaching Association indicates that teaching young children scientific concepts that include the human body, living and non-living things, the physical attributes of objects, and space helps young children learn about the world around them through a variety of formal and informal lessons. especially ones that include experiential learning or learning by doing. The UDL framework helps preschool teachers ensure that their curriculum is aligned with the needs of all learners. The framework supports learning for various early childhood developmental skills and routines, including circle time, science, technology, engineering, and math instruction, as well as gross motor development or physical movement. The first UDL principle, multiple means of engagement, can include such practical applications in the classroom as including content that aligns with children's interests, the use of learning activities that promote connections and learning, incorporating physical movement in learning, and offering choices in learning. The second UDL principle, multiple means of representation, includes instructional materials such as books that would include fiction and non-fiction books that the teacher reads to the class, experiments like the use of magnets or testing to see if common classroom objects sink or float in water, etc. puzzles, and other manipulative tools and technology. The final UDL principle, multiple means of action and expression, involves using various methods to assess children's learning both formally and informally. In a typical preschool classroom, these assessments might include oral conversations about a concept, paper-based assessments like pictures of the concepts that have been discussed during a science lesson, for example, crafts or art projects, and technology tools. Applying the principles of UDL early in children's lives can produce positive outcomes in the development of the child. Early intervention is built on the premise of understanding that infants and toddlers develop through trusting and caring relationships with adults. Early intervention generally covers children from birth to eight years old and typically applies to children in vulnerable situations that include disability, delayed development, risk of disability, low socioeconomic disadvantage, and/or child abuse. UDL principles support an inclusive curriculum as part of early intervention positive approaches. These principles involve adapting a program to meet the individual needs of all children, as opposed to creating a special program for children needing additional support. Universal Design for Learning and early childhood intervention focuses on creating appropriate environments inside the home and outside the home, and educational experiences that will unlock the potential for learning and development of children, as well as meet the developmental needs of all children in their educational settings. Now let's move from preschool to middle school and explore how the principles of UDL apply in middle school setting. UDL is a framework designed to provide all students, including those with disabilities, as well as culturally and linguistically diverse learners, with access and opportunity to learn the curriculum. UDL is most effective when it's applied to all aspects of the learning process. The learning process includes class climate, the interactions between students and teachers as well as between students and students, the classroom setup and physical space, including color scheme, which I discussed in episode 126, the resources available, the feedback provided, and the frequency and type of assessment. Universal Design for Learning provides teachers with a method to think about all aspects of their planning and teaching so that they can identify where obstacles exist for students and how to remove or minimize those obstacles. Putting the UDL framework into practice in the classroom improves the knowledge and educational outcomes of diverse populations and benefits historically marginalized groups. In the middle school classroom, and really in any K-12 classroom, lessons become more relevant when teachers integrate students' lives into the lessons, which makes the learning more appropriate to students' developmental stages and abilities, diverse backgrounds, and prior knowledge. The concepts presented in need to cover a wide range of formats. Feedback and support are a critical piece of instruction and expectation. The outcome of any lesson is for students to demonstrate and express their understanding of a given skill or concept using the guidelines provided. A variety of tools can be used to construct and demonstrate a student's understanding as they navigate and respond to the respond to information. UDL allows purposeful work with populations that are normally marginalized and at risk. The lesson planning aspect of UDL should be designed to create an environment that addresses the least restrictive environment, is culturally responsive, and allows an environment that is beneficial for all students. UDL is not an accommodation of curriculum. It helps to create curriculum that accommodates all learning styles and abilities. It has application in special education classrooms, as well as general education classrooms and beyond. UDL classrooms strive to provide variability to allow students to achieve their goals with adequate with support and challenge. All students can be expert learners if barriers are removed and opportunities for differentiation are provided. Hey, it's Dr. Kim Fields and I want to hear from you. Has a recent interaction at your child's school left you feeling frustrated? exasperated, or even angry? Send me an email at kim@liberationthrougheducation.com describing your situation, whether it was about an academic struggle, a disciplinary challenge, peer pressure, bullying, or some other situation. Once reviewed, I'll highlight your situation and provide my feedback on air in an upcoming episode. I can't wait to hear from you. Again, that email is kim@liberationthrougheducation.com the Every Student Succeeds Act, or ESSA, endorses UDL as a framework to ensure that all students experience success. The core idea guiding UDL is to consider barriers in the environment as opposed to assuming deficits within the learner, whether the student is a gifted learner or a student with disabilities. Research indicates that UDL can embrace equity in education by accommodating the variability of learners and empowering them to take ownership of their learning. There are five components that can be identified when UDL is used with equity. One, students are more important than the system. Two, students are more important than a teacher's personal experiences. Three, students are more important than content packaging. Four, educators are willing to help students reach their goals with buy-in and relationships. And five, educators will provide instructions that hold students accountable and empowers them to take ownership of their learning. When students become the focus of looking at education through an equitable lens, this is when real growth and personal learning occurs. Teachers play a crucial role in fostering learning environments that encourage students to become motivated, purposeful, resourceful, and strategic learners, all of which aligns with the objectives of Universal Design for Learning. It is important, however, to recognize that implementing UDL is not an automatic guarantee of equitable practice, but it is a step towards creating a more inclusive classroom by designing learning experiences with all students in mind, thereby working to eliminate inequities. Universal Design for Learning also applies to online learning environments. The online environment offers more options for providing accommodations compared to traditional print-based learning contexts. The online learning environment provides multiple ways to make learning interesting through the use of media and technology tools. These tools can include Google Classroom, Canvas, Kahoot, Google Docs, Jamboard, NearPod, and Zoom, all of which can be used for a specific learning purpose. A blend of synchronous and asynchronous activities can meet the needs and interests of all students. There's no single activity that will engage all learners equally. However, by using multiple methods of engagement, the needs of all learners can be met. Digital learning environments make it possible to provide content in a variety of means through different methods of audio, video, and text. The internet with its multiple ways to use text, video, and audio, and it can provide students with different ways to demonstrate their understanding of concepts covered in class. So what does the future of education look like when the universal design learning is utilized. Educational systems that are learner-centered and flexible enough to meet the needs of all students, including students with disabilities and diverse learning needs to those who are gifted and high performers, would produce technologically adept, information literate, adaptable, expert learners. The UDL framework provides a stable, evidence-based foundation for this type of educational system to exist. Such a system could exist, but it would have to be based on two premises: one, there is no average student, and two, information literacy is the bedrock for all students' ability to thrive in the information age. Variability is the norm rather than the exception, although the education system is designed for that typical average student who attends school daily, does the assigned work at acceptable rates, asks only necessary questions, is supported by engaged parents, and generally conforms to established expectations. and students that struggle to conform to the norm or identified as requiring extra services. Think students with disabilities or gifted students. The education system is rife with bias and error, just like every human system. In this case though, the biases and errors manifest in decisions about which students need or don't need extra support and why, and how these students are served. The public education system needs to move toward a truly learner-centered education system. The need for information and technology literate lifelong learners is of utmost importance. To promote lifelong learning, schools need to equip students with knowledge and skills that enable them to separate good information from bad and to self-regulate, in other words, to direct their behaviors toward goals that support their learning. Universal Design for Learning is a part of what future education systems could look like. The framework of UDL has been foundational to the design of effective digital personalized, and competency-based learning environments. It helps learners to engage with and understand content and express their understanding of the content. Additionally, UDL helps each learner understand how they learn, when they need more support, and how to evaluate the effectiveness of their learning. Designing an educational system and learning experiences that are aimed at the average means missing many needs of many students. However, a system that incorporates the UDL framework should have these four elements present in the UDL learning environment. 1. Clear goals 2. Proactive plans for learner variability Three, integration of flexible methods and materials. And four, timely progress monitoring. It's important to remember that UDL is not a band-aid for schools. It should focus on uncovering and overcoming barriers to learning across all systems and subsystems associated in the states, districts, and schools that are working toward creating equitable learning environments for all students. Now let's move from listening to this discussion to applying it. With that in mind, how does what I've just discussed apply to you? Here are the action steps you can take regarding this topic. Understanding what the Universal Design for Learning framework is about is important, especially when your child's teacher is implementing the principles of UDL in their lessons. You'd be able to note whether these principles are utilized by your child's teacher when the teacher is allowing various options to demonstrate your child's understanding of concepts for a given assignment, like writing a report, making a presentation, filming a video, etc. If there are no options that address the diverse learning needs of all students, including yours, then the teacher is utilizing a one-size-fits-all approach to teaching and learning. At home, when completing certain assignments, you can ask your child what methods best demonstrate their understanding of what's required for that assignment. You can encourage your child's curiosity creativity, and individuality by suggesting different materials to use to convey their understanding, whether these materials include technology, music, videos, or hands-on activities. These varied formats can cater to your child's learning style and preferences, which keeps them engaged with the content. The main goal is to develop self-regulation skills regulation skills in your child that can encourage him or her to become lifelong learners. Here are this episode's takeaways. The Universal Design for Learning, or UDL, is a framework that has the potential to enhance inclusive diverse and equitable practices for teaching and learning. It is a person-centered, strength-based approach that relies on teachers knowing their children in their classrooms quite well. It also emphasizes that all students require high expectations to be set, that barriers to success exist in the system, not in the student, that there is no one-size-fits-all approach to teaching and that self-reflection leads to expert learners. Personalized learning is a core part of the UDL framework. UDL is applicable in learning environments from preschool through middle school and beyond and can be applied to various learning populations, including children with autism, English language learners, and gifted learners. It can be utilized in the traditional classroom or an online learning environment. UDL provides teachers with a method to think about all aspects of their planning and teaching so that they can identify where obstacles exist for students and how to remove or minimize those obstacles. Putting the UDL framework into practice in the classroom improves the knowledge and educational outcomes of diverse populations and benefits historically marginalized groups. UDL is not an accommodation of the curriculum. It helps to create curriculum that accommodates all learning styles and abilities. It has application in special education classrooms as well as general education classrooms. UDL classrooms strive to provide variability to allow students to achieve their goals with adequate support and challenge. All students can be expert learners if barriers are removed and opportunities for differentiation are provided. what are your thoughts about the universal design for learning and its applications in the classroom? Let me know what you're thinking about this by leaving me a text comment on my podcast website, k12educationuntangled.buzzsprout.com, and remember to share my podcast with anyone that you think would find it valuable. That includes your friends, family and community. Thanks for listening today. I hope you'll come back for more K-12 educational discussions with even more exciting topics to untangle. 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