Universal Design for Learning (UDL)

                                                   

What is it? According to Elfreda V. Blue and Darra Pace, authors of UD and UDL: Paving the Way Toward Inclusion and Independence in the School Library, UDL is "a research-based set of principles that provide a practical framework for using technology to maximize learning for all students" (2011). Together with Universal Design (UD), librarians are able to utilize the two systems to meet the needs of all learners. Some ways to use UD and UDL within a library setting include:

* Looking at physical access to materials in the library

* Determining the different types of media that need to be available in the library to meet the needs of all learners, including those with disabilities

* How ideas are communicated in the library (signs, Braille, font size, lighting)

* Making sure that library staff is knowledgeable about where to get materials or equipment for specific student needs as well as how to use said equipment

Guidelines for Universal Design

1. Provide multiple means of representation.

     - options for language and symbols

   - options for comprehension

   - options for perception

2. Provide multiple means of action and expression.

   - provide options for physical action

   - provide options for expressive skills and fluency

   - provide options for executive functions

3. Provide multiple means for engagement

    - provide options for recruiting interest

    - provide options for sustaining effort and persistence

    - provide options for self-regulation

*** Guidelines taken from UD and UDL: Paving the Way Toward Inclusion and Independence in the School Library

After doing some self-reflecting, I realized that I actually have used some of these guidelines without really thinking about it. Although I am not a librarian YET, I have utilized many of the guidelines in my classroom as a teacher. These include:

1. Providing various types of activities for students to show their comprehension of a subject. (Guideline 2)

2. I have gone over important vocabulary words before a lesson and have broken words into parts during spelling lessons. (Guideline 2)

3. I have translated lesson language into a student's primary language using Google Translate. (Guideline 2)

4. I have used various types of organizers to represent information in lessons. (Guideline 3)

5. I have shown how to use literacy strategies when reading literature in other subjects. (Guideline 3)

6. I have shown students how to highlight important terms in articles. (Guideline 3)

7. I have shown students how to use sticky notes and organizers to represent and remember big ideas. (Guideline 3)

8. I have taught different lessons where there are examples and non-examples represented. (Guideline 3)

And many more!!!

There are also activities that could easily be added to my classroom which are related to the UD guidelines. Some of these include:

1. Providing other ways for students to respond besides paper and pencil.

2. Use more physical manipulatives in the area of language arts.

3. Use more concept-mapping tools.

4. Provide differentiated feedback related to writing or reading.

5. Provide guides for students to set their own goals.

6. Bringing in a different teacher/mentor to talk about a certain lesson in a different way.

7. Use varying colors on worksheets and layouts.

8. Prompting learners to restate a goal.

Finally, there are activities that I would like to incorporate into my classroom related to the UD guidelines, but these will require some time and/or help to implement. Some of these include:

1. Getting access to Text-to-Speech software

2. Getting access to alternative keyboards

3. Starting to use social media to express ideas and opinions

4. Having students set their own academic and behavioral goals

5. Starting to vary the levels of sensory stimulation

6. Starting to use peer tutors

7. Starting to use rubrics for projects and group work

How Do I Learn More??

    With relation to UDL, I am interested in learning about ways to implement the guidelines into a classroom or library, specifically ways that might use technology. Since UDL focuses on meeting the needs for all diverse learners, I would like to know more about the technologies that are used to help students understand speech or text. Thus far in my experience as a teacher, I have not seen these technologies being utilized nor have I utilized them myself. To be honest, I am not really sure where to start so that I can become knowledgeable about them. 

    After looking online at ideas for technology that assists with text and speech, I found some interesting things. First, on the website Software Testing Help, there are recommendations for the best text-to-speech software, with descriptions about each application so that anyone can make an informed decision. Next, an article on Reading Rockets, describes exactly what "text-to-speech" means and how it can be utilized to help students in the classroom. Then, on the website Understood, a general description is given, along with different tabs that a user can choose from to gain various information. Last, on ReadSpeaker, one can learn how text-to-speech came to be, the different populations that can benefit from its use, and the different types of text-to-speech (TTS). I still have a lot to learn, but these sites seem like a good place to start.