Week 5 UDL Guidelines

In today’s post I am going to review a research article by providing a summary of the article and discuss the connections of the article in regards to a lesson planning project I am completing.  The article I will be discussing is Universal Design for Learning: Scanning for Alignment in K-12 Blended and Fully Online Learning Materials Authored by James D. Basham, Sean J. Smith, and Allyson L. Satter. This particular article was chosen for its relevance in discussing differentiation, authentic learning opportunities, and making sure classroom resources are adaptive and inclusive to every student’s needs. While many teachers create and use curriculum that will be differentiated to meet the needs of every student, the integration of technology and online learning platforms has left some wondering if online learning materials are being aligned in the same way other classroom materials and resources are. The article examines the Universal Design for Learning (UDL) framework and a developed UDL scan tool that can be used to access online learning resources for their adaptability to align with UDL. Teachers are often restricted by time constraints and other requirements that prohibit them from  being able to design online curriculum. “The investment of time and resources required by school districts or the classroom teacher to create online content is often simply too prohibitive. The development of online curriculum and discipline-specific content places additional demands on resources that are often already overwhelmed”( Basham, Smith, & Satter, 2016). Developing a UDL scan tool helps teachers pick online learning resources that align with the UDL framework. The article defines accessibility for a clear understanding as well as helping teachers understand the purpose of accessible online learning resources. “There are two primary definitions that are frequently used in defining web or digital accessibility. They include (1) accessibility means that people with disabilities can use the web-people with disabilities can perceive, understand, navigate, interact, and contribute with or to the web (World Wide Web Consortium, 2005) and (2) technology is accessible if it can be used effectively by people with disabilities as by those with out (Yesilada, Brajnik, Vigo, & Harper, 2012) (Basham, Smith, & Satter, 2016). The UDL scan tool gives teachers four guidelines to follow to check if their online learning resource aligns with the UDL framework. The article researchers concluded that the UDL scan tool helps set guidelines but the area is lacking a more detailed inspection of materials and UDL standards. Educators who implement UDL guidelines for online learning resources need to be more frequent in their application of UDL and advocate for online learning tools to be aligned with UDL. The popularity of  the UDL scan tool is new but a much needed tool for educators. 

The current lesson planning assignment aligns with the following UDL guidelines:

• Action and expression-Use multiple tools for construction and composition

• Action and expression-Use multiple media for communication

• Engagement-Optimize individual choice and autonomy

• Engagement-Vary demands and resources to optimize challenge

• Representation-Clarify vocabulary and symbols

• Representation-Activate or supply background knowledge

The project will allow students to construct their own authentic and personalized stories. They will publish their works on the online learning platform. Both of these actions will meet the action and expression UDL guidelines. Students will be in charge of choosing what they write about and how they illustrate their story. In addition, the task of the writing and reading will be scaffold to help students use resources in the classroom. These tasks will meet the UDL guidelines for engagement. Finally to meet the UDL for representation students will access and use their resources: word wall, trick word wall, and other stories. Vocabulary words will and have been clarified and displayed with both words and pictures in the classroom. Activating background knowledge of story content and creation, vocabulary words, sentence structure, and illustrations will meet this guideline as well.

Resources:

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

The UDL guidelines. UDL. (2023, July 19). https://udlguidelines.cast.org/