Universal Design for Learning

 While looking at the guidelines for the Universal Design for Learning I was pleased to see that I already use many of these things in my classroom.  Optimizing individual choice has been a push in my school for the last few years and I have started to grow quite comfortable with it.  I have noticed that giving students choice in their learning gives them ownership and engages them.  I also activate or supply background knowledge especially when starting a new topic.  Many young students need to be exposed to pictures and videos that will help build their schema for new topics especially in science and social studies.  Using a K-W-L chart is one way that I can engage students and get their background knowledge going.  I think listening to each other also helps students because I often hear students say “I’ve seen that too” or “I’ve been there before”.  Sometimes they are not aware of the knowledge they already have.  

A guideline that I could use right now is developing self assessment and data.  I think that it is important for students to self reflect on their learning.  To take note of what went well and what didn’t when learning something new.  Also giving them the opportunity to create goals for themselves allows them to take control of their learning and engage them more often.  I think that this would also be a useful tool for students to see growth or lack of growth with their learning behaviors.  Students need to see what it is that is impeding their learning through behavior so that they may take the initiative to improve it. 

One of the guidelines that I like but would need some more support with would be using multiple tools for construction and composition.  I love the idea of having students show what they know using various modes of communication.  However, I think that this could be difficult for me with just the management piece of it.  How will I ensure that students are truly learning?  I would have to let go of some control to allow students to choose the mode that is best for them.  However, done correctly I think that this guideline would be powerful for student learning.  

I decided to learn more about how implementing Universal Design for Learning can benefit students with disabilities.  One of the greatest things about UDL is its goal to impact as many students as possible.  Long gone are the days when a student with disabilities only went to the library to check out a book and then later return it.  Now libraries are a place for research and exploration for our students with disabilities.  There is such a vast array of formats for all learners to use such as Talking Books, Braille Libraries, easy-to-read, and large print texts.  There are also various media such as DVD, audio, databases, digital catalogs, and indexes.  All of these make obtaining information something everyone has access to.  According to the article UD and UDL: Paving the Way Toward Inclusion and Independence in the School Library when librarians use the principles of UDL when planning resources for students to gather, interpret, and organize information this ensures that all students are able to access the information that they need.  The Oregon School Library organizes its research site by the categories: learn to research, find information, and cite my resources.  Each one of these categories reflects the UDL guidelines.  Students have access to multiple means of representation as well as engagement.  

        In the article Academic Libraries and the Principles of Universal Design for Learning Nall suggests that reference sections should be available in as many communication types as possible.  By offering text, chat, in-person, phone, etc. each student can choose the method that works best for them and how they process information.  When applying the UDL guidelines librarians can offer all of these choices and more to ensure that all students are getting the information that they need in a way that best suits their learning styles and needs.  “We are already putting in the effort to design our buildings, collections, services, and web pages. Considering the needs of the learning disabled will lead to a more welcoming and accessible library experience for all“. (Nall 2015).

Works Cited

Blue, Elfreda V., and Darra Pace. “UD and UDL: Paving the Way Toward Inclusion and Independence in the School Library.” Knowledge Quest, vol. 39, no. 3, 2011, pp. 48-55. EBSCO. Accessed 17 April 2022.

Gavigan, Karen, and Stephanie Kurtts. “AT. UD, and Thee: Using Assistive Technology and Universal Design for Learning in 21st Century Media Centers.” Library Media Connection, no. January/February, 2009, pp. 54-56. EBSCO. Accessed 17 April 2022.

Nall, Clark. “Academic Libraries and the Principles of Universal Design for Learning.” C&RL News, no. July/ August, 2015, pp. 374-375. EBSCO. Accessed 17 April 2022.