# data[].attributes.attachment_link.title
Reframing Universal Design for Learning (UDL) | 3Play Media

# data[].attributes.attachment_link.description
This webinar recap teaches you how to convince leaders that UDL supports retention, persistence, and satisfaction among the student body.

# data[].attributes.headline
Can Universal Design for Learning Promote Assessment Fairness & Equity? 

# data[].attributes.subject
Can Universal Design for Learning Promote Assessment Fairness & Equity? 

# data[].attributes.attachment_link.title
Can Universal Design for Learning Promote Assessment Fairness & Equity?

# data[].attributes.headline
Critical Issues in Universal Design for Learning

# data[].attributes.subject
Critical Issues in Universal Design for Learning

# data[].attributes.attachment_link.title
Critical Issues in Universal Design for Learning

# data[].attributes.headline
The influence of multimedia and modality principles on the learning outcomes, satisifaction and mental effort of college students with and without syslexia - Annals of Dyslexia

# data[].attributes.subject
The influence of multimedia and modality principles on the learning outcomes, satisifaction and mental effort of college students with and without syslexia - Annals of Dyslexia

# data[].attributes.attachment_link.title
The influence of the multimedia and modality principles on the learning outcomes, satisfaction, and mental effort of college students with and without dyslexia - Annals of Dyslexia

# data[].attributes.attachment_link.description
The purpose of this study was to examine the application of the multimedia and modality principles on cued-recall, recognition, and mental effort of college students with and without dyslexia. The study used a Multimedia (Image Present vs. Image Absent) × Modality (Narration vs. Onscreen Text) × Dyslexia (Dyslexia vs. Non-Dyslexia) 3-way factorial design with each independent variable serving as a between-subject condition. A total of N = 148 participants (73 with dyslexia and 75 without dyslexia) were recruited from five different institutions of higher education in the Southeastern United States and systematically assigned to one of four multimedia learning conditions. After assessing our data for statistical assumptions, we employed factorial Analysis of Variance (ANOVA) models on each dependent measure. Our findings show a reverse modality effect for students with dyslexia who performed better than their peers without dyslexia in Onscreen Text conditions. Although performance was better across groups and conditions when images were present, there were no significant interactions related to the multimedia condition. Similarly, there were no significant interactions related to mental effort even though learners with dyslexia exhibited high instructional efficiency in the Onscreen Text-Image Present condition while learners without dyslexia exhibited low task involvement in the Onscreen Text-Image Absent condition. Our results provide theoretical implications and important avenues for future research and practice as related to how multimedia learning influences students with dyslexia. We also suggest studies that could inform the eventual design of adaptive and personalized multimedia learning solutions for learners with dyslexia.

# data[].attributes.headline
Considering the sensory and social needs of disabled students in higher education: A call to return to the roots of universal design by Anne-Marie Creaven, 2025

# data[].attributes.subject
Considering the sensory and social needs of disabled students in higher education: A call to return to the roots of universal design by Anne-Marie Creaven, 2025

# data[].attributes.attachment_link.title
Considering the sensory and social needs of disabled students in higher education: A call to return to the roots of universal design - Ann-Marie Creaven, 2025

# data[].attributes.attachment_link.description
Universal Design for Learning is a pedagogical approach that aims ’to improve and optimize teaching and learning for all people based on scientific insights int…

# data[].attributes.headline
Some limitation of UDL for supporting neurodivergent students 

# data[].attributes.subject
Some limitation of UDL for supporting neurodivergent students 

# data[].attributes.attachment_link.title
Some limitations of UDL for supporting neurodivergent students

# data[].attributes.headline
Neurodiversity and UDL: A Friendship Worth Fostering

# data[].attributes.subject
Neurodiversity and UDL: A Friendship Worth Fostering

# data[].attributes.attachment_link.title
Neurodiversity and UDL: A Friendship worth fostering

# data[].attributes.attachment_link.description
I’m glad to be back to writing this blog after a short pause to work on my book.

# data[].attributes.attachment_link.title
138. Pedagogies of Care: UDL – tea for teaching

# data[].attributes.attachment_link.description
The COVID-19 pandemic has resulted in many reflections on the future of higher education and what we value and prioritize as educators. This week we begin a series of interviews with participants in the Pedagogies of Care project. In this episode, Thomas J. Tobin joins us to discuss how the adoption of Universal Design for Learning principles can increase student motivation, engagement, and success. Tom is the author of Reach Everyone Teach Everyone: Universal Design for Learning in Higher Education and several other works related to teaching and learning. He is one of the contributors to the Pedagogies of Care project from the authors in the West Virginia University Press Teaching and Learning book series.

# data[].attributes.attachment_link.description
Universal design for learning, or UDL, is a framework to help us design more equitable learning experiences. In this episode, Lillian Nave joins us to discuss how she has implemented a UDL approach in her first-year seminar course. Lillian is the Coordinator of the Center for Excellence in Teaching and Learning for Student Success at the Appalachian State University Hickory Campus and a senior lecturer in a first-year seminar course at Appalachian State University. She is also the host of the ThinkUDL podcast. She is the recipient of several teaching awards and often serves as an invited speaker on UDL issues.

# data[].attributes.attachment_link.title
371. Student Motivation and UDL – tea for teaching

# data[].attributes.attachment_link.description
Providing more autonomy can increase students’ intrinsic motivation. In this episode, Chris Hromalik joins us to discuss ways of increasing student autonomy within the UDL framework. an Assistant Professor of Spanish and Distance Learning Instruction and Design at SUNY Oswego. He is also the Project Manager of the Universal Design for Learning at SUNY Project. In this role he provides Universal Design for Learning professional development across the SUNY system. Chris is also the recipient of a SUNY Chancellor’s Award for Excellence in Scholarship and Creative Activities. His research focuses on UDL as well as statistical analysis on applied linguistics and education.

# data[].attributes.attachment_link.title
375. UDL, Access, and AI – tea for teaching

# data[].attributes.attachment_link.title
UDL Curriculum & Instructional Design Presentation

# data[].attributes.attachment_link.title
UDL Curriculum & Instructional Design Presentation

# data[].attributes.body
1.) Definition

2.) Goals

3.) Background

4.) UDL Features

5.) UDL - What to consider for curriculum standards

6.) Research and Instructional Samples

7.) UDL Final Thoughts

8.) References

# data[].attributes.headline
Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the Next Decade of Implementation 

# data[].attributes.subject
Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the Next Decade of Implementation 

# data[].attributes.body
by Frederic Fovet

# data[].attributes.headline
Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the Next Decade of Implementation 

# data[].attributes.subject
Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the Next Decade of Implementation 

# data[].attributes.body
by Frederic Fovet

# data[].attributes.headline
Accommodation 2.0: Reflecting on the future of post-secondary accommodations in a UDL landscape

# data[].attributes.subject
Accommodation 2.0: Reflecting on the future of post-secondary accommodations in a UDL landscape

# data[].attributes.attachment_link.title
Accommodations 2.0: Reflecting on the future of post-secondary accommodations in a UDL landscape

# data[].attributes.headline
Guide to UDL in Education for Career and Technical Education 

# data[].attributes.subject
Guide to UDL in Education for Career and Technical Education 

# data[].attributes.headline
UDL: A Primer for Community College Career and Technical Education Instruction

# data[].attributes.subject
UDL: A Primer for Community College Career and Technical Education Instruction

# data[].attributes.headline
Unlock the Power of UDL 3.0 in Career and Technical Education

# data[].attributes.subject
Unlock the Power of UDL 3.0 in Career and Technical Education

# data[].attributes.attachment_link.title
Unlocking the Power of UDL 3.0 in Career and Technical Education

# data[].attributes.body
AHEAD Ireland. (n.d). Digital Badge UDL Teaching and Learning. https://www.ahead.ie/udl-digital-badge

AHEAD Ireland. (n.d). UD Beyond the Classroom. https://www.ahead.ie/UD-Beyond-the-Classroom

Algonquin College. (2019). UDL in Course Design & Development. https://www.algonquincollege.com/lts/udl/the-how/ Adapted from Rao, as cited in Bracken & Novak.

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

Databases and Tables. (n.d). https://sway.cloud.microsoft/1Gp3v5SqAy3oJsKs?ref=email&loc=play

Disability Awareness. (2021). Plus One Approach - Thomas J. Tobin.  https://youtu.be/FDt1r3FcCQU (2021)

Fovet, F. (2020) Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the Next Decade of Implementation. Education Journal. Special Issue: Effective Teaching Practices for Addressing Diverse Students’ Needs for Academic Success in Universities, 9(6), 163-172. Education Journal 9(6):163-172 DOI:10.11648/j.edu.20200906.13

Government of New Brunswick. (2023). Proactive and De-escalation Strategies Module. Department of Education and Early Childhood Development.

Jacobs, L. (2023). Access to post-secondary Education in Canada for students with disabilities. International Journal of Discrimination and the Law, 23(1-2), 7-28. https://doi.org/10.1177/13582291231174156

Lessoncast. (2025). UDL 3.0 update. https://media2-production.mightynetworks.com/asset/3e9e3300-6245-4153-8f77-d16177c09535/What_you_need_to_know_about_UDL_3_0_Infographic_by_Lessoncast.pdf

Manchester Metropolitan University. (2025). Technology & Innovation 2025. https://youtu.be/862ou2SQOdg

Mohawk College. (n.d). UDL Course Assessment. https://web.mohawkcollege.ca/centre-teaching-learning/apps/UDL/courseassessment/

Mohawk College. (n.d). Canadian Higher Educational UDL Collective. https://www.mohawkcollege.ca/centre-for-teaching-learning-innovation/teaching-effectively/universal-design-for-learning#canadian-higher-ed-udl

Novak, K. (2021). Universal Designing for Content & Method Standards. https://www.novakeducation.com/blog/udl-is-a-standards-based-curriculum-design

Padlet. (2025). UDL Atlantic Colleges. https://padlet.com/heathergavery/udl-atlantic-colleges-7l3r4tciishiqk52

Park University. (n.d). Syllabus Escape Room FYE 100.  https://view.genially.com/65bbbe533c8bac0015715c0d/interactive-content-syllabus-escape-room

thinglink,  (n.d). Ponsee. https://www.thinglink.com/scenariocard/1601567751963410435?fbclid=IwAR1kxKOBuh1xrcl2OIOSJdSD9Po__TN4WbL8awvmtczOjv6Jb-iE_t3Lc_M&__hstc=116259097.acf79a16a0246a3e47e0a44dc1ab4355.1662286977050.1663342828222.1663674940548.8&__hssc=116259097.1.1663674940548&__hsfp=366809087

# data[].attributes.attachment_link.readable_text
Introduction

When you feel included and engaged, do you do a better job? Do you think teams in which people work well together produce much better results? Have you noticed the best ideas often come from unexpected sources? Do you want to work at the top of your intelligence and give the same opportunity to others?

If YES, we have found this is the kind of organization and community that people want to be part of. AND, Liberating Structures help make it happen.

So why is it that so many organizations of all stripes are filled with disengaged workers, dysfunctional groups and wasted ideas?

While there will always be some justification for blaming leaders (or professors and administrators in education), the more compelling and useful explanation is not that people involved are bad, stupid or incompetent, but rather that the practices they have all learned are neither adapted to today's realities nor designed to achieve the ideals listed above.

Unwittingly, the conventional structures used to organize how people routinely work together stifle inclusion and engagement.

Conventional structures are either too inhibiting (presentations, status reports and managed discussions) or too loose and disorganized (open discussions and brainstorms) to creatively engage people in shaping their own future. They frequently generate feelings of frustration and/or exclusion and fail to provide space for good ideas to emerge and germinate. This means that huge amounts of time and money are spent working the wrong way. More time and money are then spent trying to fix the unintended consequences.

Liberating Structures start with something so simple and essential as not to seem worth doing and end with something so powerful and profound that it hardly seems possible.

This website offers an alternative way to approach and design how people work together. It provides a menu of thirty-three Liberating Structures to replace or complement conventional practices.

Liberating Structures used routinely make it possible to build the kind of organization that everybody wants. They are designed to include everyone in shaping next steps.

Liberating Structures introduce tiny shifts in the way we meet, plan, decide and relate to one another. They put the innovative power once reserved for experts only in hands of everyone.

This alternative approach is both practical and feasible because Liberating Structures are quite simple and easy to learn. They can be used by everyone at every level, from the executive suite to the grassroots. No lengthy training courses or special talents are required. Mastery is simply a matter of practice. LS routinely unleash a vast reserve of contributions and latent innovations waiting to be discovered.

Every person interested in leading change-in schools, hospitals, foundations, agencies, and businesses-can use Liberating Structures to generate innovation and great results.

Liberating Structures are easy-to-learn microstructures that enhance relational coordination and trust. They quickly foster lively participation in groups of any size, making it possible to truly include and unleash everyone. Liberating Structures are a disruptive innovation that can replace more controlling or constraining approaches.

Click on any Liberating Structure below.

Leaders know that they would greatly increase productivity and innovation if only they could get everyone fully engaged. The challenge is how. Liberating Structures are novel, practical and no-nonsense methods to help you accomplish this goal with groups of any size.

Liberating Structures spark inventiveness by minimally structuring the way we interact while liberating content or subject matter. Very simple constraints unleash creative adaptability, generating better than expected results. Individual brilliance and collective wisdom are unbridled. Such a dramatic shift cannot be THAT simple, engaging, and powerful but it is. Read Getting Started if you are ready to liberate yourself.

By design, Liberating Structures distribute control so that participants can shape direction themselves as the action unfolds.

Learning Events

Immersion workshops are a great way to get started. Like a foreign language immersion course that temporarily relocates you away from a familiar culture, a LS immersion experience is a very effective way to learn. There are no presentations, facilitated discussions, status reports, brainstorming sessions, or open discussions. Only Liberating Strucutres arepracticed. Organizing a workshop for people in your working group can accelerate "fluency."

Check out News and Events for more immersion workshops and LS User Group meetings. Subscribe to LS News & get access to archives here.

Liberating Structures are immeasurably practical. Our world is increasingly complex, interdependent, and culturally diverse. Many of our most pressing challenges cut across geographic, cultural, and technical boundaries. Simple methods that help us work together productively are central to making progress.

Helpful Analogies
Like Wikipedia, LS create simple rules to guide and liberate everyone's contributions. Wikipedia's must-dos and must-not dos specify how anyone can write articles, edit content, reach consensus about the facts, and share with attribution. This structure makes it possible for a diverse community to generate and sustain accurate content that compares favorably with professionally edited encyclopedias. Like Wikipedia, LS is a disruptive innovation in regard to how we engage people in organizations.

Like improv jazz, LS sparks freedom that arises from shared understanding of simple rules. Great jazz comes from playing creatively within the context of melodic and harmonic structure. Like water in a river, LS takes the shape of the banks that it touches: adapting a similar pattern at every scale and in each local setting.

Below: watch this inspired video by Professor Arvind Singhal talking about liberating education and the role of changemakers. UnScripTED: Liberating Structures

Read this practical article "Tiny Tweaks That Help You Use LS" by Barry Overeem.

Simple Ways to Engage Everyone on Zoom: Learn Several Liberating Structures in 30 minutes from Media Changemakers on Vimeo.
Unscripted #2 Liberating Structures with Dr. Arvind Singhal from Media Changemakers on Vimeo.
Lisa Gill is a fabulous writer and top drawer interviewer. Her Leadersmorphosis series dives deeply into self organizing @ work. Put your ear to this interivew she conducts with Henri and Keith.

Below, enjoy scenes from the LCJP Restorative Justice Summit. Liberating Structures were used to organize a three day event full of learning, designed to advance the Restorative Justice movement. Restorative Justice (RJ) aims to create communities in which people feel safe by carefully structuring opportunities for offenders to make amends and victims to regain their personal power. Restorative Justice practitioners found Liberating Structures to be highly structured, liberating better than expected results.

2012 CO RJ Summit Video from LCJP on Vimeo.

LS were used to design the Transformation of Nursing summit. Coalitions from all 50 states and DC came together to advance the cause.

For the United Nations ITC-ILO, Henri and Keith offered a Liberating Structures immersion workshop and follow-up consulting sessions. (The Centre is in Turin Italy.) The focus was how to organize for promoting decent work and sustainable development by not over-helping but rather facilitating networked self-organization.

Ten Principles

While the individual LS microstructures are powerful separately, they function as an interrelated set which can transform an entire organization. The LS repertoire is inspired by ten liberating principles.

When we decide we belong together, LS principles help to guide behavior and leadership actions. Detailed descriptions here.

The Surprising Power of Liberating Structures book! Preview and buy on Amazon. The color paperback ($49.95 USD), black&white ($19.95 USD) and e-book are now available on the Amazon website. Amazon offers deep discounts and free shipping to some customers.

The development team at Holisticon is happy to announce that the Liberating Structures App is now available in the Google Play and Apple App Stores. A deep bow to their creative genius. Happy downloading!

Audio: A very playful Brave New Work podcast with Aaron Dignan and Rodney Evans. On Liberating Structures with Lorenz Sell of Sutra and Keith. Lorenz asks the deepest questions about collective intelligence, generativity, and complexity science. (50 minutes) Coaching Zone Podcast with Keith and Dr. Krister Lowe. The focus is on how leaders and teams can develop more productive habits with LS. [45 minutes] Radio Interview with Meisha Rouser, organizational psychologist. The focus is on groups working at the top of their intelligence and imagination. And a third podcast interview with Amiel Handelsman that dips into specific LS microstructures and their use by groups to generate innovative cultures. [60 minutes].

Check out Falling Off the Horse while faciliating & leading with Liberating Structures. This article by Keith McCandless describes a personal path forward. It includes what is possible to stop doing when LS is integrated into your practice.

LS are inspired by complexity science. Listen to this entertaining RadioLab program on Emergence to learn about some of the underlying concept of complexity science.

LS User Groups (inventing and enlivening a new way to organize) Open Letter from a Grateful Student to All Educators
Rhapsody for Strings!

Below: early LS users and co-developers in Latin America, Europe, Canada and the USA.

# data[].attributes.attachment_link.description
liberating structures, social invention.net, microstructures, disruptive innovation, behavior change, collaboration, social invention, diffusion of innovation, strategy, transformation, heuristics, complexity science, emergence

# data[].attributes.attachment_link.title
UDL Standard for Mohawk College-2022 (2)

# data[].attributes.attachment_link.description
Quick Links.CTLI Home What’s Happening in CTLI Teaching Effectively

# data[].attributes.body
1. Notice

2. Like

3. Wonder

Drop an email to heather.avery@gnb.ca if you have specific question.

# data[].attributes.attachment_link.title
Captioning of Videos and Audio Files | Mohawk College

# data[].attributes.attachment_link.description
As a requirement of the Accessibility for Ontarians with Disabilities Act (AODA), any video material posted on the website or used as course content, in class or posted on MyCanvas, must be captioned. Captioning is beneficial not only to those with hearing loss but also those for whom an additional textual representation of auditory information is an important learning support.

# data[].attributes.headline
Creating Accessible Documents and Alternate Formats

# data[].attributes.subject
Creating Accessible Documents and Alternate Formats

# data[].attributes.attachment_link.readable_text
Accessible Documents

Accessible documents create a more inclusive learning environment by making content usable by all students regardless of ability.

Some strategies to use when making documents accessible include:

Using a larger sans serif font such as 12-point Verdana

Ensuring a high contrast

Using built in styles to control formatting

Nesting headers

Alternative Format

Also referred to as conversion ready format, alternative format increases the ease of access to materials. This could be providing a printed textbook in a digital format, converting a PDF document into braille, creating audio files of MS Word documents, or converting a PowerPoint presentation into plain text.

Types of Alternative Format

Large Print

This is usually specific to the individual situation. Large print format can be created in both print and digital. Typically a larger font is used such as 24-point or higher and may include increased line and character spacing as well as a reduced amount of text on a single page.

Electronic Documents

There are many different kinds of electronic document formats. Formats such as plain text, MS Word/Excel/PowerPoint, and PDF are the most common. Electronic documents can be created to be used with specific Assistive Technology such as Kurzweil.

Audio Files

An auditory representation of print or digital media, audio files can be very useful to support a varying degree of accommodations.

Braille

A code used by people who are blind or have low vision to read and write. It is a tactile system through which letters, words, numbers, and symbols are represented using raised dots. Braille is not a separate language. In fact, there are different braille codes for different languages and different levels or braille code.

Captioning

Live and closed captioning can also be considered an alternative format. Captioning creates a textual representation of auditory material.

For more information on captioning please see the closed captioning page.

Descriptive Video

A narration of key visual elements such as actions, characters, locations, costumes, and sets of video material. This narration does not interfere with dialogue or sound effects.

Creating Accessible Documents

Credit: Adam Luyk - Accessible Media Production Graduate '18

Have Questions, Need Assistance, or Want to Make a Request?

If you have questions or need assistance with creating accessible documents please contact the Accessible Learning Services Technician by email at alstechnician [at] mohawkcollege.ca (alstechnician[at]mohawkcollege[dot]ca) or by phone at (905) 575-1212 ex 3554.

Accessible Learning Services provides alternative format for course content and textbooks in support of student accommodations as well as content on Mohawk College's website. To access alternative format support please submit a request for alternative format form.

# data[].attributes.attachment_link.title
Creating Accessible Documents and Alternate Formats | Mohawk College

# data[].attributes.attachment_link.description
Accessible Documents Accessible documents create a more inclusive learning environment by making content usable by all students regardless of ability. Some strategies to use when making documents accessible include:

# data[].attributes.attachment_link.title
Subject Guides: Designing Learning: Universal Design for Learning

# data[].attributes.attachment_link.description
Current and useful resources to help you develop your skills as a teacher to improve student engagement and learning. Click on the blue tabs below to access the curated resources.

# data[].attributes.headline
UDL & Access Tech: Interactivity in K-12 & Beyond

# data[].attributes.subject
UDL & Access Tech: Interactivity in K-12 & Beyond

# data[].attributes.attachment_link.readable_text
Lillian Nave is a Senior Lecturer in First-Year Seminar and the Universal Design for Learning Coordinator and VITAL Faculty Coordinator for the Center for Academic Excellence at Appalachian State University. Her background is in Art History and she taught at the State University of New York at Oneonta and Assumption College in Worcester, Massachusetts, before coming to North Carolina. She also taught at Caldwell Community College and Technical Institute before joining the Art Department at Appalachian State University in Boone, NC. She moved into her position in First Year Seminar in 2014 and served as a Faculty Fellow before becoming the UDL Coordinator in the Center for Academic Excellence.

Lillian's FYS courses focus on Nazi looted art, art and peace studies, art dialogues across cultures (intercultural competence) and the intersection between art and religion. She incorporates the principles of Universal Design for Learning ( UDL) into her classes and serves as the Inclusive Excellence Liaison for University College. Her teaching has been recognized by Appalachian State with the Faculty Award for Excellence in General Education Teaching, Non-Tenure Track (2017) and the Rennie W. Brantz Award for outstanding teaching in the First-Year Seminar (2019). She was also awarded the University of North Carolina Board of Governors Appalachian State University School/College Excellence in Teaching Award (2019).

As the UDL Coordinator, Lillian conducts faculty workshops, Course Redesign Institutes, and works with the Intercultural Teaching and Learning Fellows and Inclusive Excellence team. Her position as the VITAL Faculty Coordinator allows her to mentor and work with Appalachian State's faculty who hold in their positions the titles Visiting, Instructor, Temporary, Adjunct, and Lecturer (VITAL).

Lillian is a sought-after speaker at conferences and universities. She has presented about UDL practices at SXSW-EDU in Austin, TX, at Lilly Asia: Evidence-Based Teaching and Learning in Hong Kong, and CAST's UDL Symposium: Empowering Learners at Harvard Law School, Cambridge, MA, as well as in Ireland, South Africa, Australia, and Greece.

CollegeSTAR College STAR (Supporting Transition Access and Retention) is a grant-funded project that enables participants to partner in the development of initiatives focused on helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work is made possible by generous funding from the Oak Foundation.

Appalachian State University, in North Carolina's Blue Ridge Mountains, prepares students to lead purposeful lives as global citizens who understand and engage their responsibilities in creating a sustainable future for all. The transformational Appalachian experience promotes a spirit of inclusion that brings people together in inspiring ways to acquire and create knowledge, to grow holistically, to act with passion and determination, and embrace diversity and difference. As one of 17 campuses in the University of North Carolina system, Appalachian enrolls more than 19,000 students, has a low student-to-faculty ratio and offers more than 150 undergraduate and graduate majors. appstate.edu

# data[].attributes.attachment_link.description
Lillian Nave is a Senior Lecturer in First-Year Seminar and the Universal Design for Learning Coordinator and VITAL Faculty Coordinator for the Center for Academic Excellence at Appalachian State University. Her background is in Art History and she taught at the State University of New York at Oneonta and Assumption College in Worcester, Massachusetts, before coming to North Carolina.

# data[].attributes.attachment_link.description
LUDIA - Your AI-Powered UDL Partner by Ludia

# data[].attributes.attachment_link.title
Google NotebookLM | AI Research Tool & Thinking Partner

# data[].attributes.attachment_link.description
Meet NotebookLM, the AI research tool and thinking partner that can analyze your sources, turn complexity into clarity and transform your content.

# data[].attributes.attachment_link.title
Napkin AI - The AI assistant for visual communication

# data[].attributes.attachment_link.description
Just type, copy-paste or generate your text and Napkin will instantly transform it into insightful visuals. Make your communication more effective with Napkin.

# data[].attributes.headline
AI in the Classroom: Teaching, Learning and Support LD@School

# data[].attributes.subject
AI in the Classroom: Teaching, Learning and Support LD@School

# data[].attributes.attachment_link.title
AI in the Classroom: Teaching, Learning, and LD Support - LD@school

# data[].attributes.attachment_link.description
Discover how AI in the classroom can support inclusive learning, enhance lesson planning, and empower students with LDs and diverse needs.

# data[].attributes.attachment_link.description
In order to better serve our clients, we've created a database of AT programs, resources, and supports that are currently available in New Brunswick. To access that database, click here.(new window) Our website is updated on a weekly basis with content ranging from product reviews, instructional guides, news, and more.

# data[].attributes.attachment_link.description
Find different types of helpful resources for Accessibility Confident Employers.

# data[].attributes.attachment_link.readable_text
A WEALTH OF TEACHING RESOURCES

Practical and evidence-based resources to support teaching, from getting started to resources for more experienced teachers. There are quick guides, in-depth resources, templates and case studies.

# data[].attributes.attachment_link.description
Practical and evidence-based resources to support teaching, from getting started to resources for more experienced teachers. There are quick guides, in-depth resources, templates and case studies.

# data[].attributes.attachment_link.readable_text
It's how you include everyone
in your meetings

Slido gives you everything you need to engage your participants, capture their views and make everyone feel connected - whether you're running a team call, training or an all-company meeting.

Intuitive and easy

The attendees can join without any logins or downloads, and the setup for hosts takes only minutes.

5+ polling options

With Slido's 5 types of polls, Q&A, quizzes and surveys, you can engage your participants in a variety of ways.

Get started for free

Start with our forever-free Basic plan, or get more from Slido for only €10 per month.

# data[].attributes.attachment_link.description
Slido is the ultimate Q&A and polling platform for live and virtual meetings and events. It offers interactive Q&A, live polls and insights about your audience.

# data[].attributes.attachment_link.title
Transform Your Meetings and Classes with Vevox

# data[].attributes.attachment_link.title
Vevox | #1 rated Polling and Q&A platform for unmissable classes

# data[].attributes.attachment_link.description
Make your learning unmissable through Vevox's #1 live polling and Q&A app to make hybrid classes, workplace training and classes inclusive. Sign up for your free today.

# data[].attributes.attachment_link.readable_text
Introduction to Universal Design for Learning (UDL)

It is important to design courses and adopt a teaching style that meets the needs of people with different backgrounds, abilities and learning styles. Everyone learns differently, so there is no one-size-fits-all teaching method. By using different teaching methods, we can meet the needs of a larger number of learners. Rather than using a 'one-size fits all approach', providing multiple ways of engagement, representation and action and expression can meet the needs of a larger number of learners.

Universal Design for Learning (UDL) is a framework that comes from the concept of Universal Design (UD). You've probably seen examples of universal design in your daily life, such as closed captions, automatic doors, ramps and accessibility features of smart phones. These things help people with disabilities, but they can also be helpful for people who don't have a disability.

Universal Design for Learning (UDL) helps all leaners succeed. It encourages teaching and learning professionals to provide multiple ways for learners. It helps remove barriers that may prevent some people from learning and gives all students an equal chance of success. It is flexible and can be adapted to meet the needs of each student. UDL is useful for everyone.

Using UDL principles, teachers can effectively educate a diverse group of learners by making access to information and the demonstration of knowledge more flexible. This means they can adapt to each learner's individual strengths and needs, removing barriers to learning and providing equal opportunities for success for all. UDL therefore benefits not only learners with disabilities, but all learners.

There are three main principles of UDL:

Multiple means of representation

Providing learners with multiple ways to access information and content. This includes presenting information in different formats such as text, audio, and video, and offering different modes of interaction such as visuals, audio, and text.

Multiple means of action and expression

Allowing learners to demonstrate what they know in different ways. This includes providing options for students to express themselves through writing, speech, or other forms of communication.

Multiple means of engagement

Providing learners with multiple ways to engage with content, activities, and assessments. This includes offering choices in how they approach and interact with learning materials, as well as creating opportunities for motivation and self-reflection.

The advantages

Benefits for educators

Such as facilitators, coaches, course instructors, and developers

Inclusive teaching can enhance student learning.

It reduces the workload of arranging individual and specialized accommodations.

It can improve learner engagement, reaching a wider audience, which could lead to better course evaluations.

Benefits for learners

Less time is spent finding individual accommodations and more time focusing on course content.

Greater inclusion of learners from diverse backgrounds and abilities can lead to increased retention and motivation.

Learners are not seen as different, which can help reduce stigma and foster a positive learning environment.

Tips and tricks for creating accessible course content

It's important to make learning accessible for everyone, regardless of their abilities.

Ask yourself some questions to figure out how you can make your course accessible.

Start with some questions:

Can the course format and content either help or hinder accessibility for all learners?

What technological abilities are required for learners to be successful in the course?

Which topics might pose difficulties for students with visual, hearing, cognitive, motor disabilities or for those learning French as a second language?

By considering these questions, you can improve the experience for all students, including those who use adaptive technologies to support their learning.

Creating an accessible and universal learning experience is possible by following those simple tips:

Use contrasting colors and readable fonts for students with vision problems.

Use transcripts or subtitles for students with hearing problems.

Simplify language and structure for students with cognitive issues.

Offer alternatives to activities that require fine motor skills for students with motor problems.

Pay attention to the language used for students learning in their second language.

Overall, by following these tips and considering the needs of different students, you can create an accessible and enjoyable learning experience for everyone.

The importance of words

It is important to use the right words when talking about people with disabilities, to show them respect. We need to use positive, non-discriminatory language that evolves over time to reflect the increasing equality and independence of people with disabilities. As educators, we have a role to play in using the right vocabulary and changing the way we deal with topics that concern them. The Government of Canada has created a booklet, A way with words and images, to help achieve this goal.

# data[].attributes.attachment_link.description
Universal Design for Learning (UDL) is a framework that avoids a 'one-size fits all approach' to learning materials. It encourages using multiple ways of engagement, representation and action and expression can meet the needs of a larger number of learners. Learn about the three main UDL principles, advantages, benefits and tips.

# data[].attributes.attachment_link.description
Tips and core steps to help make all your digital products and content, such as documents and meetings, accessible.

# data[].attributes.attachment_link.readable_text
The INCLUDE collaboratory provides a global venue for international professionals, researchers and practitioners to make a positive difference in the learning and lives of traditionally marginalized students through inclusive instructional design and implementation.

News:

Seeking Submissions!

# data[].attributes.attachment_link.description
INCLUDE: The International Collaboratory for Leadership in Universally Designed Education The INCLUDE collaboratory provides a global venue for international professionals, researchers and practitioners to make a positive difference in the learning and lives of traditionally marginalized students through inclusive instructional design and implementation. News:

# data[].attributes.headline
UDL: Is it Gaining Momentum in Irish Education

# data[].attributes.subject
UDL: Is it Gaining Momentum in Irish Education

# data[].attributes.attachment_link.readable_text
National Council for Curriculum and Assessment Ireland, D02 KH36 Dublin, Ireland

School of Education, Trinity College Dublin, D02 PN40 Dublin, Ireland

Author to whom correspondence should be addressed.

1. Introduction

Internationally, and in Ireland, education systems are being challenged to respond to diverse student populations with a growing recognition that students may come from different socioeconomic, ethnic, cultural, and learning backgrounds, as well as students with disabilities, and LGBTQ+ students [ 1, 2, 3]. International policies such as the United Nations Convention of the Rights of People with Disabilities [ 3], United Nations Convention of the Rights of the Child [ 4], and the United Nations Sustainable Development Goals [ 2] stress the need for countries to provide inclusive and equitable education for everyone. Alongside the ratification of international conventions and introduction of national policies that promote inclusive education, focus has turned to whether instructional practices, or pedagogy, can increase access and engagement with the curriculum for every student [ 5, 6, 7].

Over the past two decades, the Universal Design for Learning (UDL) framework has become a key pedagogical framework which seeks to address the traditional 'one size fits all' curriculum that exists in many countries [ 8, 9]. UDL assumes diversity in the student population and provides guidelines where they have flexibility and choices around how they learn and how they can share what they have learned [ 10] (p. 3). There is growing interest in UDL across education systems worldwide with increasing evidence around its effectiveness in creating more inclusive classrooms across education sectors [ 11, 12, 13]. Until recently, UDL in Ireland has been primarily reserved for higher education and is often associated with support services for students with disabilities. Despite this growing interest in UDL as a possible 'solution' to inequities in further and higher education sectors, there has been little research on the role that UDL could play at primary and second-level education in Ireland. Yet, there is a notable increase in online forums, workshops, and national and international lectures on the topic of UDL in recent years among educators. The purpose of this paper is to examine the extent to which UDL is gaining momentum in Irish primary and second-level education through an analysis of curriculum policy over time and across sectors.

2. What Is Universal Design for Learning

UDL is an approach to learning, teaching, and assessment design that is proactive in addressing the varied identities, competencies, learning strengths, and needs of every learner in our learning environment. Developed by CAST in the mid-1980s, studies highlight its potential to promote the engagement and independence of students as it ensures a variety of pathways through choice and flexibility [ 9]. These pathways provide for: understanding content; goals that are clear and specific to the expected outcome; and student assessment that is flexibly designed to enable learners to demonstrate their knowledge, understanding, and skills in a variety of ways [ 8]. At the core of UDL are three principles that educators are required to provide: multiple ways for students to engage in their learning (principle one: Engagement); multiple means of representation to provide students with equitable access to the learning content (principle two: Representation); and multiple ways for students to demonstrate and express their knowledge, understanding, and skills (principle three: Action and Expression). These principles are broken down into nine guidelines (three per principle) that provide suggestions to increase access to the learning goal, to build on students' learning and develop their knowledge, understanding, and skills, and to support students to internalise their learning and skills. Each guideline has corresponding checkpoints, thirty-one in total, that provide more detailed suggestions on how to provide multiple means within each principle.

3. Principles of Universal Design for Learning

The first principle underpinning UDL, providing multiple means of engagement, is the belief that learning contexts need to be designed in a flexible manner that enables every student to find their path into the learning experience, participate in a meaningful way, build their capacity, and stay motivated when faced with challenges [ 8]. This principle focuses on the teacher designing learning experiences that the students can connect with [ 14]. When students can bring their identity, prior knowledge, and experiences into the learning, and this is valued, the student will be more motivated to actively engage [ 10, 15]. On the other hand, teachers are also designing to support students' cognitive load because if there is too much to focus on the learning environment students may not know what to pay attention to or where to direct their cognitive energy [ 16]. Thus, teachers need to ensure students can access the language, background, and skills to engage in the learning experience and ensure they are not embedding additional layers of skills or activities that may create a barrier to students' meaningful participation.

The second principle underpinning UDL, providing multiple means of representation, is the belief that for learning environments to support the variability of learners to access, engage, interpret, and understand learning content, teachers must present the information through a variety of media and methods [ 8]. By presenting information in multiple ways to students, teachers reduce barriers to accessing learning, therefore creating an inclusive learning experience for every student. Through creative design, teachers can facilitate different levels of prior knowledge, experience, skills, and capacity, and honour students' diverse backgrounds and identities [ 10, 15].

4. Research on the Effectiveness of Universal Design for Learning

Despite the wealth of literature on the neuroscientific origins of UDL [ 8, 18] or the benefits of a UDL approach in achieving more inclusive education systems [ 10], there are increasing calls for evidence-based research to understand the 'soundness' of UDL [ 19, 20]. Where empirical evidence on the effectiveness of UDL exists, there appears to be more emphasis on teacher change and practice than student outcomes. Indeed, Capp (2017) and Edyburn (2005) note that the principle of multiple means of engagement is the least discussed principle in the literature [ 12, 17]. Student engagement is often a secondary outcome in studies focusing on the principles: multiple means of representation and multiple means of action and expression [ 12, 17]. The lack of clear measurements to examine the impact of UDL on students' learning outcomes is a significant shortcoming [ 21] and there is a growing emphasis in research on how to measure UDL's impact on sustained engagement for every student rather than just a targeted audience [ 22].

5. Student Outcomes

In one position paper focusing on student outcomes, Landin and Schirmer (2020) listed increased student engagement as a result of teachers respecting students' needs, allowing students to succeed on their own terms by offering them choices in how to demonstrate their understanding in ways that work best for them, improving peer collaboration and cultural inclusiveness through valuing students' unique interests, and enabling students to communicate through mediums that suit their learning profile through developing autonomy and culturally responsive learning [ 13]. Similarly, a content analysis of the thirty-one UDL checkpoints concluded that applying UDL principles, guidelines, and checkpoints would support students in building deeper knowledge about how they learn best, thus enabling them to build on their learning processes [ 26].

6. Professional Learning and Practice

Other studies have examined the barriers to implementing UDL for teachers (It is acknowledged that the countries referenced here are at different stages in their inclusive education and UDL process and the data presented should be considered in this context.). Alquraini and Rao's (2020) survey of 131 Saudi Arabian teachers revealed that challenges and barriers to teacher readiness to enact UDL included lack of teachers' knowledge and belief in UDL [ 27]. Results revealed that 50 per cent of respondents did not know much about UDL, 61 per cent had no UDL training, and 75 per cent were not practicing UDL in their classrooms. Results also indicated a lack of teacher collaboration, particularly between mainstream and special education teachers [ 27]. This is in contrast to studies that reported experiences of collaboration for UDL planning and teaching [ 31, 32]. For example, Smith et al. (2017) noted collaborative partnerships as an effective resource, particularly for using technology resources [ 32] while participants in Reynor's (2020) study reported speaking with the special education teacher before their placement and asking the class teacher more questions than in previous placements to gain a better awareness of student diversity, differences, and challenges [ 31]. Teacher confidence also appears to play an important role in UDL implementation. In Capp's (2020) survey of ninety-seven Australian primary and second-level teachers, he found that primary teachers were, in general, more confident than second-level teachers about implementing UDL [ 12]. Of note, is that both primary and second-level teachers were least confident engaging with principle one, providing multiple means of engagement, and with guidelines and checkpoints in the other two principles that related to engaging students. Conversely, they were most confident providing students with multiple means of representation [ 12]. This could be because this principle can be considered to be about teacher choice in how they present their lessons and content compared with principles one and three where student voice and agency come to the fore. These findings contrast somewhat with an Irish study of UDL in Initial Teacher Education (ITE) which showed that some of the twenty, fourth-year student teachers' participating were confused by the principle of multiple means of representation and found the UDL guidelines difficult to follow at times with too much information to process [ 31]. Both studies found that primary, second-level, and pre-service teachers showed varying levels of confidence in relation to the underpinning principles, guidelines, and checkpoints of UDL [ 12, 31]. Furthermore, teachers in the studies continued to reference differentiation and it appears that there may have been confusion about their meanings, that they were using the terms inter-changeably, or that UDL was understood as a differentiation model.

7. Supporting Teachers' Learning for UDL

Moving away from thinking in terms of ability and disability and the traditional practice of retrospective differentiation to proactive planning for variability requires a change in teachers' mindsets about difference, diversity, equity, and inclusion. For this change to be successful and affect change in practice, teachers need to be supported through effective professional learning. Recent studies on professional learning have focused on professional learning to develop more inclusive classrooms. In Ireland, findings show that student teachers respond positively to using UDL lesson plan templates, for students that struggle with their work but also in creating an awareness of high achieving students where there may not be adequate levels of challenge [ 31]. For Greek student teachers, findings also show how exposure to UDL with a focus on representation led to the development of more inclusive lesson plans which improved the learning process for every student [ 33]. Similarly, an examination of an undergraduate teaching course with a focus on using UDL to develop inclusive lesson plans found improvements in the lesson planning process after the training [ 34]. Both studies established that the training improved the lesson planning process across all three UDL principles.

8. Challenges to Enacting UDL

The lack of evidence-based research into the effectiveness of UDL, particularly in relation to student outcomes, is perhaps the most significant challenge to promoting and therefore enacting UDL as an effective approach to inclusive education practices. Research by Edyburn (2005; 2020) has informed much of this debate in recent years as, although he asserts that UDL holds considerable promise, he argues that there are challenges to translating UDL theory into practice [ 17, 30]. He believes that once educators understand what the principles are and look like, they are left to figure out how to apply UDL themselves [ 30]. Another, related, issue highlighted by Edyburn (2005; 2020) is the lack of evidence-based research validating UDL. He argues, "there is urgent and important work to do to capture the potential of UDL in meaningful applications to help all students access, engage and succeed in meeting grade-level expectations in a global society" [ 30] (p. 341). A final issue raised by Edyburn (2020) is the tendency to link the framework with special education some of which he cautions against given its applicability to every student instead of those perceived to need additional supports [ 30].

Other research on UDL lesson planning and practice also indicates several disadvantages and barriers associated with its approach [ 13, 31, 36], namely, a lack of resources, time, knowledge, support, and professional learning in UDL at ITE and practicing teacher stages [ 13, 35]. These studies highlight how planning and facilitating inclusive learning experiences using UDL can be complicated [ 13, 30] and negotiating the guidelines and finding ways to remove some of these barriers to learning can be difficult [ 31]. Despite these challenges, many of these studies conclude that with these supports, and despite the initial time involved, the results of UDL outweigh the effort and that "without a doubt, UDL holds considerable promise" [ 30] (p. 40).

The literature to date has limitations due to a lack of evidence-based research, the small-scale approach many research papers have taken, and the contextual dimensions of each study, meaning their findings may not be generalizable [ 35, 36]. However, context is a cornerstone of UDL and therefore its potential must be viewed through the lens of students' variability, the school climate, and the broader demographics of a school or institution. Furthermore, national contexts differ in their societal values, existing policies, and education systems more generally and this must also be considered when translating UDL from its origins in the United States.

9. Universal Design for Learning in the Irish Education Context

Universal Design for Learning is a relatively new concept in Ireland with the potential benefits of UDL beginning to appear in policy documents at both further and higher education levels [ 37]. This work has been supported by organisations (including the Association of Higher Education and Disability (AHEAD) and the further education and training authority (SOLAS)) who are seeking to respond to increasing diverse student populations through supporting educators in developing inclusive practices. However, as Quellett (2004) noted, significantly more needs to be done in these institutions to provide authentic access, participation, and engagement in high quality learning and teaching for every student [ 38]. Specifically, there is little evidence that UDL is part of programmes of ITE in Ireland where student teachers could gain an understanding of UDL as part of their preparation for learning and teaching in primary and second-level classrooms [ 31, 37]. While an examination of Irish teacher support services suggests professional learning for UDL is slowly developing (UDL is either referenced or included in aspects of provision by organisations such as The Professional Development Service for Teachers, the National Council for Special Education, and Junior Cycle for Teachers), this is at an optional level. No baseline of teacher UDL practice in Ireland (with the exception of Devitt et al., 2021 [ 39]) has been established. However, there has been a notable increase in online forums, workshops, and national and international lectures on the topic of UDL in Ireland in the last three years. Many of these events are heavily attended by teachers, particularly at second-level, and representatives from teacher organisations that provide professional development.

10. The Irish Education System

The Irish education system is comprised of a mainstream primary and second-level education system and a parallel special school system. Compulsory education begins at age six, although the majority of students attend infant classes by the age of four and five. Additionally, the Early Childhood Care and Education Programme (ECCE) provides two free years of preschool education for children prior to commencing primary education. At second-level, students normally take a nationally standardised examination at the end of lower secondary which is followed by an optional 'Transition Year', and a two-year upper secondary programme, at the end of which students take the nationally standardised Leaving Certificate examination.

Special education in Ireland is based on a model of a continuum of supports. While the policy is to ensure the maximum possible inclusion for children with SEN in mainstream settings, depending on the child's assessed level of need in education, children may attend special classes within mainstream schools and special schools. Though special schools provide primary and post-primary education until the age of eighteen, special schools fall under the remit of the primary sector. There are currently 134 special schools in Ireland with approximately 8407 students enrolled in 2020/2021 [ 6, 40]. Special classes fall under the remit of the school they are in. In the school year 2020/2021, there were 1836 special classes across primary and post-primary schools in Ireland, and each class can have a maximum of 6 students enrolled [ 41].

11. UDL within the Special Education Sector

Until recently, differentiation has been the method of choice in Ireland for teachers wishing to include students with SEN. However, many argue, that the disability is within the curriculum in addition to the learning and teaching environment, not the student [ 8]. Thus, in recent years, education debates have begun to focus on moving towards more equitable systems of education and the use of innovative pedagogies such as UDL to enhance the school experiences of every student [ 6, 41]. While there is a firm commitment to inclusive education at a policy level [ 5, 42], in practice, the funding and provision of special education operates parallel to the mainstream education system [ 43, 44]. This anomaly was further highlighted in the recent publication and open consultation by the National Council for Special Education (NCSE) moving towards a more inclusive system of education [ 6]. Using inputs from delegates from New Brunswick, Canada, and Portugal who have moved towards models of greater or full inclusion that are informed by UDL, the consultations suggest that students with SEN could, and perhaps should, be educated with their peers in the mainstream. However, it noted that Irish schools, under the current structures, are not ready to successfully enact such a move. Principally, NCSE asserted the need for teachers to be competent in enacting inclusive practices such as UDL so that they have the capacity to teach in diverse classrooms with the full range of student variability.

As legislation developed around special and inclusive education, Ireland's National Council for Curriculum and Assessment (NCCA) were tasked with acknowledging these changes and providing advice, guidelines, and directives to teachers on delivering supports to students with SEN. By reviewing these documents through the lens of UDL, some interesting patterns emerge. At the same time that CAST were beginning to articulate their concept of UDL, the NCCA published a seminal paper, Special Educational Needs: Curriculum Issues [ 45], outlining future curriculum developments in Ireland. Although not written from a UDL perspective, this paper is significant as it emphasised that the principles underlying education for students with SEN are the same principles that underpin education for every student. Furthermore, the terminology used in this NCCA paper sets the direction of inclusive language used in curriculum policy, with language such as 'pathways', 'individualised programmes', and 'whole-school approach' appearing throughout later NCCA and NCSE documents on special education [ 6, 46, 47]

12. UDL within Second-Level Education

12.1. Junior Cycle

UDL is, perhaps, most associated with the recent review of the lower secondary curriculum and introduction of the Framework for Junior Cycle in 2015 [ 7]. For the first time, there is explicit mention of UD in curriculum design in the Framework which was specifically designed with the intention of having one curriculum for every student. It aims to provide "meaningful and valuable learning opportunities for students from all cultural and social backgrounds and from a wide variety of individual circumstances" [ 7] (p. 26). This curriculum framework is based on eight principles, twenty-four statements of learning, and eight key skills. A unique aspect of the new framework is the choice of pathways students can take to achieve their Junior Cycle Profile of Achievement (JCPA). This clearly aligns with the UDL inclusive mindset of multiple means of engagement and provides greater access to learning for every student. The framework has had a significant impact on meaningful engagement in learning for students with intellectual disabilities. This is provided through the options of Level 1 Learning Programmes (L1LPs) and Level 2 Learning Programmes (L2LPs) which exist as part of the overall Framework for Junior Cycle.

The landmark introduction of learning outcomes linked to student expectations is perhaps where UDL is most prevalent. The principles, statements, and skills are given expression through the learning outcomes [ 7] and these learning outcomes are flexibly designed to allow them to be contextualised and taught in various ways depending on the school and students. This approach gives teachers more autonomy to provide multiple means of representation which were less possible with the prescriptive learning objectives of previous curriculum frameworks, further enhancing access and engagement for their students.

Another innovative component of the framework is the introduction of some assessment choices for students. Depending on pathway choices, students undertake a combination of formative assessments including Classroom Based Assessments (CBAs) throughout the junior cycle, and summative state examinations, at the end. The nature of CBAs and other formative assessments embodies UDL's multiple means of action and expression as they allow teachers and students the autonomy to co-design the assessment brief and activity. In this way, students can engage with assessment through a medium that will best enable them to demonstrate and communicate their knowledge, understanding, skills, and values.

12.2. Senior Cycle

Senior cycle is currently under review in Ireland. Following extensive research and consultation, it is envisaged that NCCA will present its findings in an advisory report to the Minister for Education in 2021. The review findings indicate an appetite among students, parents, and teachers for greater flexibility in subject and programme choices and more learner-centred approaches in teaching, learning, and assessment at senior cycle [ 48]. The research highlights the extent to which stakeholders believe that the current senior cycle provision is too narrowly focused on students' academic ability. This means many students, including those with SEN and those who would benefit from vocational or apprenticeship options, are left without pathways. The most recent Senior Cycle Review report published [ 48] shows that there is a keen focus on flexible pathways and assessment in a future curriculum design.

13. UDL within Early Childhood and Primary Education

Perhaps the clearest indication of a UDL approach thus far is evident in the recent publication of the Draft Primary Curriculum Framework, of which the PLC and PMC are part [ 53]. Similar to the Framework for Junior Cycle, the Draft Primary Curriculum Framework marks a significant move in primary education away from content objectives to a learning outcomes-based curriculum. Furthermore, it recognises teachers as 'curriculum makers' who use these broad learning outcomes within the wider framework of the curriculum vision, principles, and subjects to design a curriculum that is contextual and appropriate for the students in their learning community. Its statement that "in the context of a universally designed curriculum, inclusive education and diversity encourages a move away from thinking in terms of ability and disability to thinking about variability, competency and opportunity" [ 53] (p. 20) indicates a commitment to supporting every student and sets the direction of curriculum experiences in a redeveloped primary school curriculum that will draw on the principles of UDL to provide every student with equity of access, engagement and challenge in their learning. The consultation for this Primary Framework is currently ongoing and it is expected to be a number of years before the redeveloped curriculum is introduced to schools.

14. Discussion

The exploration of recent curriculum developments in Ireland indicates a shift in mindset towards UDL as a framework for inclusive education in Irish schools. This paper finds that aspects of UDL are threaded across the curriculum principles that espouse engagement, participation and relevance, partnership, and choice and flexibility, from primary to senior cycle. The potential of UDL to increase student engagement is demonstrated in the most established of these, the junior cycle, where the three UDL principles are reflected in different aspects of the framework. However, this paper illustrates that UDL may be most evident in the new Primary Curriculum Framework. As the newest curriculum development, lessons from junior cycle reform have been learnt. Furthermore, the absence of a high stakes state examination at primary level may increase acceptance of UDL among practitioners.

In line with research internationally, this paper finds a lack of empirical research to support the potential of UDL in improving student outcomes which it argues will have implications for the translation of UDL curriculum initiatives into practice. Establishing an evidence base for UDL is imperative for policy change and development with a clear link required between the relevance and positive outcomes of UDL to inclusive learning, teaching, and assessment in Ireland. This reflects the research into teacher learning and practice which shows that when teachers have the opportunity to engage in professional learning for UDL and inclusion and experience the positive impact of UDL on their students, they are more likely to embed UDL into their practice [ 35].

Despite UDL gaining some momentum in Irish curriculum documents, professional learning opportunities for UDL remain limited at ITE and practicing teacher levels. A greater understanding of UDL at ITE is required to establish the effect of UDL on student teachers' knowledge, skills, and practice in the classroom. Furthermore, a systematic approach to UDL in the provision of all professional learning programmes could enhance teacher capacity in increasingly diverse school contexts. However, this paper argues that UDL enactment cannot be the sole responsibility of teachers. Without clear policy and messaging at a national level that supports effective professional learning for all teachers, there are concerns that UDL may become another 'educational fad' associated solely with special education, as noted by Edyburn (2020). Embedding UDL in ITE and professional learning programmes will ensure an awareness of the role of UDL amongst all educators. Perhaps what is required is a roadmap for systematic enactment of UDL as a pedagogical framework for every learner and teacher.

Education in Ireland is a critical stage in review and redevelopment across all sectors. Given ongoing discussions around moving to a 'full inclusion model' in Irish schools, this is perhaps an opportune time to proactively embed UDL as part of policy and curriculum design as well as part of learning and teaching design and practice.

Flood M, Banks J. Universal Design for Learning: Is It Gaining Momentum in Irish Education? Education Sciences. 2021; 11(7):341. https://doi.org/10.3390/educsci11070341

Chicago/Turabian Style

Flood, Margaret, and Joanne Banks. 2021. "Universal Design for Learning: Is It Gaining Momentum in Irish Education?" Education Sciences 11, no. 7: 341. https://doi.org/10.3390/educsci11070341

# data[].attributes.attachment_link.title
Universal Design for Learning: Is It Gaining Momentum in Irish Education?

# data[].attributes.attachment_link.description
Responding to student diversity has become a key policy priority in education systems around the world. In addition to international and national institutional policies, major changes are underway in instructional practices and pedagogy in many national contexts.

# data[].attributes.headline
Scoping Review of UDL Principles Embedded in Subjects in Secondary Education

# data[].attributes.subject
Scoping Review of UDL Principles Embedded in Subjects in Secondary Education

# data[].attributes.attachment_link.title
Access to post-secondary Education in Canada for students with disabilities

# data[].attributes.attachment_link.description
Expert legal books and journals citations and scholarly analysis of Access to post-secondary Education in Canada for students with disabilities with download…

# data[].attributes.attachment_link.title
The Expert Educator Exchange: Meet Nicole Tucker-Smith

# data[].attributes.attachment_link.readable_text
1. Home

2. Catalog

3. All Books & Products

4. Supercharge Your Professional Learning: 40 Practical Strategies that Improve Adult Learning

Author(s)

Kasia M. Derbiszewska & T. Nicole Tucker-Smith

Date

2020

About the Book

Professional learning initiatives in schools come and go, and the constant cycling through programs can resemble fad diets-hype and hope followed by crash and burnout.

In this timely book, longtime professional learning providers Kasia M. Derbiszewska and T. Nicole Tucker-Smith share concrete strategies that will help you design professional development sessions that are compelling, convincing, and sustainable using the framework of Universal Design for Learning.

Learn to recognize and reduce common barriers to effective PD. In each chapter, the authors clearly address the Purpose, Preparation, Implementation, and Benefits to Learning for each aspect of professional learning, as well as UDL Tidbits that help ensure the health and longevity of the initiative.

If you are ready to take the leap toward creating healthy and sustainable professional learning, jump into the chapter that is most relevant to your needs. Get ready to consider the whole adult learner and apply practical strategies for cultivating and maintaining healthy, vibrant professional development that has a track record of success.

Supercharge Your Professional Learning is available in paperback ($34.99, 154 pages, 8.5x11″, ISBN: 9781930583740) and EPUB format ($34.99, ISBN: 9781930583399).
Table of Contents

Kasia M. Derbiszewska & T. Nicole Tucker-Smith on Supercharge Your Professional Learning

Watch the entire series of short videos to get behind-the-scenes insights from Kasia and Nicole about Supercharge Your Professional Learning.

Supercharge Your Professional Learning Playlist

About the Authors

Kasia M. Derbiszewska is founder of Learning Key Educational Consulting and Development, an organization dedicated to translating educational research into action-oriented strategies for schools and other organizations. Recognized both nationally and internationally as an expert in Universal Design for Learning (UDL), Kasia collaborates with schools, districts, states, and other organizations to scale education reform. She holds a master's in Mind, Brain, and Education from Harvard University where she researched conceptual change and how to facilitate effective professional development. Prior to this work, Kasia was a high school English teacher.

T. Nicole Tucker-Smith, founder and CEO of Lessoncast, helps schools implement professional learning initiatives focused on inclusive leadership and teaching practices, culturally responsive pedagogy, and equity best practice. She leads the Jumpstart PD Network, a community of educators who access flexible PD options to engage in high-quality professional learning experiences that fit their needs, budget, and capacity. She has served as a teacher, supervisor of parent support services, principal, and system wide coordinator of professional development and training for Baltimore County Public Schools and as a faculty member for Johns Hopkins University School of Education.

Table of Contents

About the Authors

Acknowledgments

Introduction

Chapter 1: Eliminate Toxins: Removing Resistance to Change

Chapter 2: Balance Your Diet: Digesting Professional Learning Content

Chapter 3: Choose Superfoods: Selecting High-Impact Strategies

Chapter 4: Remember to Stretch: Reflection Expands Possibilities

Chapter 5: Use It or Lose It: Building Habits to Sustain Professional Growth

Chapter 6: Be Mindful: Paying Attention to Design with Intention

Supercharge Your Remote PD

Closing Thoughts and Checklist

References

More from CAST Publishing

In this book, veteran school leaders Novak and Rodriguez provide school leaders and educators with a guidebook for putting the UDL framework into practice.

K. Novak & K. Rodriguez
2016

This collection of case stories edited by Elizabeth Berquist showcases the practical challenges and solutions of implementing UDL in systems, states, and schools across the United States.

E. Berquist, ed.
2017

In this revised and expanded edition of the bestseller UDL Now!, Katie Novak provides practical insights and savvy strategies for helping all learners meet high standards using the Universal Design for Learning framework.

K. Novak
2016

Top of Page

# data[].attributes.attachment_link.title
Supercharge Your Professional Learning: 40 Practical Strategies that Improve Adult Learning - CAST Professional Publishing

# data[].attributes.attachment_link.description
Home Catalog All Books & Products Supercharge Your Professional Learning: 40 Practical Strategies that Improve Adult Learning Author(s) Kasia M. Derbiszewska & T. Nicole Tucker-Smith Date 2020 Professional learning initiatives in schools come and go, and the constant cycling through programs can resemble fad diets-hype and hope followed by crash and burnout.

# data[].attributes.attachment_link.title
Author ‘Supercharges’ Professional Learning - CAST Professional Publishing

# data[].attributes.attachment_link.description
We learn about Supercharge Your Professional Learning co-author T. Nicole Tucker-Smith’s background and bringing UDL to professional learning.

# data[].attributes.attachment_link.title
Capture & share examples of effective teaching & learning

# data[].attributes.attachment_link.description
Student learning digital portfolios & Teacher learning PD artifacts

# data[].attributes.attachment_link.title
The Power of Belonging with Dr. David Rose - Did We Learn Anything?

# data[].attributes.attachment_link.description
In this heartfelt episode, Nicole Tucker-Smith welcomes Dr. David Rose, founder of Universal Design for Learning and CAST. Dr. Rose reflects on his journey as a lifelong educator, the transformative power of inclusion, and pivotal moments that sha…

# data[].attributes.attachment_link.description
750 million+ members | Manage your professional identity. Build and engage with your professional network. Access knowledge, insights and opportunities.

# data[].attributes.attachment_link.title
Session 1: Situating Ourselves and Overview of Learning Series

# data[].attributes.attachment_link.title
Andratesha Fitzgerald - UDL, Antiracism and Equity - Part 2

# data[].attributes.attachment_link.title
Andratesha Fitzgerald - UDL, Antiracism and Equity - Part 1

# data[].attributes.attachment_link.title
TLE, S04 E02: Learning Through UDL Stories - Jennifer L. Pusateri on Transforming Teaching

# data[].attributes.attachment_link.title
Transform Your Teaching with Universal Design for Learning: Six Steps to Jumpstart Your Practice - CAST Professional Publishing

# data[].attributes.attachment_link.description
Whether you’re already familiar with UDL but haven’t had the time to think through implementation strategies or are brand new to UDL, this great resource will enrich your practice and reach more learners.

# data[].attributes.attachment_link.description
750 million+ members | Manage your professional identity. Build and engage with your professional network. Access knowledge, insights and opportunities.

# data[].attributes.attachment_link.description
750 million+ members | Manage your professional identity. Build and engage with your professional network. Access knowledge, insights and opportunities.

# data[].attributes.headline
Senior Universal Design Consultant, University of Kentucky

# data[].attributes.subject
Senior Universal Design Consultant, University of Kentucky

# data[].attributes.attachment_link.description
Dr. Jennifer Pusateri is the Senior Universal Design consultant at CELT, where she fosters the advancement of accessibility and inclusive teaching practices across campus. Jennifer formerly served as the co-chair of the international UDL in Higher Education Network, and continues to present at international UDL conferences across the United States. She has also collaborated internationally with groups such as the Association for Higher Education Access and Disability in Ireland to build an online UDL course.

# data[].attributes.attachment_link.readable_text
Designing instruction to support all learners.

Dr. Jennifer Pusateri is the author of Transform Your Teaching with Universal Design for Learning: Six Steps to Jumpstart Your Practice and serves as the Universal Design Consultant for the University of Kentucky's Center for the Enhancement of Learning and Teaching (CELT) where she fosters the advancement of accessibility and inclusive teaching practices across campus.

​

Jennifer formerly served as the co-chair of the international UDLHE (UDL in Higher Ed.) Network, and continues to present at international UDL conferences and across the U.S. She was also delighted to build an online course in 2022 with AHEAD Ireland (Association for Higher Education Access and Disability). As a member of the prestigious CAST National Faculty, Jennifer regularly presents UDL workshops and webinars for school districts, college faculty, and state boards of education across the United States. Dr. Pusateri has also been featured as a guest UDL specialist in podcasts such as Think UDL and Teaching in Higher Ed.

​

Before arriving at the University of Kentucky, Jennifer worked for the Kentucky Department of Education (KDE) where she served as an education consultant and specialist in differentiated learning and Universal Design for Learning (UDL). Jennifer taught Arts & Humanities for grades K-8 at a nationally recognized school for students with specific learning disabilities (SLD) in Louisville, Kentucky.

​

Pusateri received her undergraduate degree from Indiana University's Jacobs School of Music, Master of Arts in Teaching from the University of the Cumberlands, and her PhD in Education Sciences with a focus on Curriculum and Instruction from the University of Kentucky.

To book a presentation or obtain a quote, please click "Contact Us" below:

# data[].attributes.attachment_link.title
Jennifer Pusateri Educational Consulting | Professional Development

# data[].attributes.attachment_link.description
Jennifer Pusateri Educational Consulting is a nationwide professional development provider specializing in Universal Design for Learning (UDL), executive functions, and teaching neurodiverse students.

# data[].attributes.attachment_link.description
750 million+ members | Manage your professional identity. Build and engage with your professional network. Access knowledge, insights and opportunities.

# data[].attributes.attachment_link.description
750 million+ members | Manage your professional identity. Build and engage with your professional network. Access knowledge, insights and opportunities.

# data[].attributes.attachment_link.readable_text
Kevin L. Merry

2024

About the Book

Delivering Inclusive and Impactful Instruction is a comprehensive and easy to understand introduction to implementing Universal Design for Learning (UDL) in the physical or virtual classroom. Focusing on the application of practical strategies, techniques and methods, the book aims to be the definitive teacher education text for higher education professionals new to teaching in higher education, and new to UDL. This book will also support enhancements in the practice of the most experienced and seasoned teaching staff when it comes to implementing UDL instructional design.

Based on an approach to instructional design utilized at De Montfort University, Delivering Inclusive and Impactful Instruction provides the pedagogic blueprint detailing how a large and exceptionally diverse UK higher education institution successfully adopted UDL as its approach to learning, teaching, and assessment.

Kevin L. Merry shows how educators can respond to increasing levels of learner diversity - a means of creating highly differentiated, customizable learning experiences that reflect the needs and preferences of diverse learners. Critical topics addressed include goal-oriented learning, learning activities, assessment, feedback, planning teaching and opportunities and outlets for reflection and development.

This book will be of particular interest to higher education professionals, including teaching staff, course leaders, learning technologists, educational developers, curriculum design specialists, quality assurance and enhancement specialists, senior academic leaders and managers, or anyone with an interest in higher education instructional design.

Learn more by downloading a PDF preview of the Preface and Chapter 1.

Delivering Inclusive and Impactful Instruction is available in print (240 pages, 7.5x9.25", ISBN: 9781943085040) and accessible EPUB (ISBN: 9781943085057) wherever books are sold!
Table of Contents
Praise for Delivering Inclusive and Impactful Instruction

In this timely book, author Kevin Merry shows how Universal Design for Learning can help educators deliver better courses and instruction, weaving UDL with other contemporary approaches to the topic. Dr. Merry writes with empathy and encouragement based on years of hands-on experience practicing the very things he recommends. Educators and administrators alike in any higher education setting will benefit enormously from Merry's book-which already has me thinking of ways to improve my own practice and design thinking.

Dr. Richard Jackson, Boston College

In this comprehensive book, Kevin Merry helps postsecondary educators understand why and how they can design curriculum and instruction that is both inclusive and effective. Drawing on his obvious passion for intentional design that lowers barriers to learning, Merry weaves the Universal Design for Learning framework with other complex and layered strategies in an integrated, easy-to-read way. In doing so, he gives educators a blueprint for achieving accessible and inclusive instruction.

Kavita Rao, PhD, University of Hawaii at Manoa

As the diversity, equality and inclusion agendas have moved center-stage for higher education policy and practice, Kevin Merry's publication Delivering Inclusive and Impactful Instruction provides a timely orientation for educators who are motivated to advance all facets of inclusion. The author's attention to detail in scaffolding effective learning outcomes, and its clarity of expression, will prove invaluable for illuminating how to optimize outcomes for ALL learners across a range of disciplines. Consequently, this book comes highly recommended as an accessible, practical, and profoundly insightful guide for academics, instructional designers, student services colleagues, and learning technologists.

Seán Bracken, University of Worcester (U.K.) and co-editor, Transforming Higher Education Through Universal Design for Learning

Exceptionally well written and thoroughly 'reader friendly' in organization and presentation, Delivering Inclusive and Impactful Instruction: Universal Design for Learning in Higher Education is an ideal choice for in-service training programs and as a textbook for college/university library collections, as well as supplement Higher & Continuing Education Methods curriculum studies lists.

Midwest Book Review, February 2024

About the Author

Kevin L. Merry is head of Educational Development at De Montfort University in Leicester in the United Kingdom. He is responsible for De Montfort's university-wide adoption of Universal Design for Learning (UDL).

He is a frequent speaker on UDL at conferences on multiple continents. He edits De Montfort's in-house learning and teaching journal Gateway Papers, and is an editor for the international Journal of University Teaching and Learning Practice.

Table of Contents

Preface (View Preface and Chapter 1 as PDF)

Part 1: UDL and Modern Higher Education

Chapter 1: The Changing Nature of Higher Education

Chapter 2: Universal Design for Learning

Chapter 3: Learner Variability

Part 2: Underlying Principles

Chapter 4: The Meaning of Mastery

Chapter 5: Roadmap for Teaching

Chapter 6: What We've Always Done

Chapter 7: The Cheese Sandwich

Chapter 8: The Cheese Sandwich and How People Learn

Part 3: Designing for Mastery

Chapter 9: Goal-Directed Learning

Chapter 10: Learning Activities

Chapter 11: Demonstrating Understanding

Chapter 12: The Criticality of Feedback

Chapter 13: A Word on Technology

Part 4: Mastery in Action

Chapter 14: Putting It All Together

Chapter 15: Evaluating Learning and Teaching

Epilogue

References

Index

About the Author

More from CAST Publishing

# data[].attributes.attachment_link.title
Delivering Inclusive and Impactful Instruction: Universal Design for Learning in Higher Education - CAST Professional Publishing

# data[].attributes.attachment_link.description
Delivering Inclusive and Impactful Instruction by Kevin Merry is a comprehensive and easy to understand introduction to implementing UDL in the physical or virtual classroom.

# data[].attributes.headline
Inclusive Impactful Instruction with Kevin Merry

# data[].attributes.subject
Inclusive Impactful Instruction with Kevin Merry

# data[].attributes.attachment_link.title
Inclusive Impactful Instruction with Kevin Merry

# data[].attributes.attachment_link.description
In today’s episode, we talk about the changing nature of higher education, mastery, feedback, and the cheese sandwich, but not the kind you eat. Tune in for an enlightening conversation with Dr. Ke…

# data[].attributes.attachment_link.readable_text
Summary

Advocates for the rights of people with disabilities have worked hard to make universal design in the built environment "just part of what we do." We no longer see curb cuts, for instance, as accommodations for people with disabilities, but perceive their usefulness every time we ride our bikes or push our strollers through crosswalks.

This is also a perfect model for Universal Design for Learning (UDL), a framework grounded in the neuroscience of why, what, and how people learn. Tobin and Behling show that, although it is often associated with students with disabilities, UDL can be profitably broadened toward a larger ease-of-use and general diversity framework. Captioned instructional videos, for example, benefit learners with hearing impairments but also the student who worries about waking her young children at night or those studying on a noisy team bus.

Reach Everyone, Teach Everyone is aimed at faculty members, faculty-service staff, disability support providers, student-service staff, campus leaders, and graduate students who want to strengthen the engagement, interaction, and performance of all college students. It includes resources for readers who want to become UDL experts and advocates: real-world case studies, active-learning techniques, UDL coaching skills, micro- and macro-level UDL-adoption guidance, and use-them-now resources.

# data[].attributes.attachment_link.title
Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education

# data[].attributes.attachment_link.description
Advocates for the rights of people with disabilities have worked hard to make universal design in the built environment "just part of what we do." We no longer see curb cuts, for instance, as accommodations for people with disabilities, but perceive their usefulness every time we ride our bikes or push our strollers through crosswalks.

# data[].attributes.headline
UDL for Further Education and Training Practitioners

# data[].attributes.subject
UDL for Further Education and Training Practitioners

# data[].attributes.headline
UDL Symposium: Scaling up for UDL and How to Get Colleagues to Join You

# data[].attributes.subject
UDL Symposium: Scaling up for UDL and How to Get Colleagues to Join You

# data[].attributes.attachment_link.title
ADCET UDL Symposium Keynote: Scaling up for UDL and How to Get Colleagues to Join You (Thomas Tobin)

# data[].attributes.attachment_link.readable_text
Welcome to Episode 24 of the ThinkUDL podcast! Today Lillian talks with Bryan Berrett, the Director of the Center for Faculty Excellence at California State University at Fresno. Bryan and Lillian sat down in August 2019 at the 5th Annual CAST Symposium "Becoming Expert Learners" on the campus of Harvard Law School in Cambridge, Massachusetts, to talk about how the whole campus is integrating UDL through not just Blackboard Ally for the LMS, but also online teaching, a new academic policy APM 237 for accessible course materials, Mobile DISCOVERe, and open access resources at Fresno State. These resources are available on this episode's resource section at ThinkUDL.org if you want to dive deeper into anything discussed today.

Resources

Blackboard Ally for LMS- General information on Blackboard Ally

Shift to using CANVAS - An Article about the shift to CANVAS at Fresno State
DISCOVERe Mobile Technology Program
Here is another article about DISCOVERe- http://fresnostate.edu/academics/cfe/faculty-support/discovere.html

Quality Learning and Teaching -
Open Access, Open Stacks Institutional partner
UDL fall lunch and learn
Accessibility
CAST webpage

CAST's Twitterhandle: @CAST_UDL

CAST on Facebook

CAST on Google+

CAST on YouTube | CAST on LinkedIn
Sign up for CAST's UDL Professional Learning Newsletter
Transcript

[Lillian] Welcome to Think UDL, the Universal Design for Learning podcast. Where we hear from the people who are designing and implementing strategies with learner variability in mind.

[Music]

I'm your host, Lillian Nave, and I'm interested in not just what you're teaching, learning, guiding, and facilitating, but how you design and implement it, and why it even matters.

[Music]

Welcome to episode 24 of the Think UDL podcast. Today, I talk with Bryan Berrett, the Director of the Center for Faculty Excellence at California State University at Fresno. Bryan and I got the chance to sit down in August of 2019 at the fifth annual CAST Symposium, Becoming Expert Learners, on the campus of Harvard Law School in Cambridge, Massachusetts, to talk about how his whole campus is integrating UDL through not just Blackboard Ally for the LMS, but also in online teaching, a new academic policy called APM 237 for accessible course materials, a new program called mobile discover-e, and open access materials for all at Fresno State. These resources are available on this episode's resource section at the ThinkUDL.org web page if you want to dive deeper into anything we discuss today. You might hear some background noise around us as we sat down for a conversation together in the midst of the symposium. So, tune in to hear about campus-wide UDL integration at Fresno State.

Today, I have Bryan Berrett, who is the Director of the Center for Faculty Excellence at California State University-Fresno, or Fresno State University, and we are at the CAST fifth annual symposium in the offices or campus of Harvard Law School, so at this live interview recording, we might hear some other things around us, but I appreciate your patience, Bryan, and thank you for being with us today.

[00:02:20]

[Bryan] Thank you for having me.

[00:02:22]

[Lillian] So, I'm going to start with a question I ask every one of my guests, and that is: what makes you a different kind of learner?

[00:02:32]

[Bryan] Oh, so, I am a social learner, I would say. I need to be around other people, then I also need an opportunity to reflect on what's been learned, and have conversations about that, so that I can then internalize it and move forward.

[00:02:52]

[Lillian] Wow, what a very reflective answer. That's great. Yes, that's fantastic. I must say that I am super social, too. Maybe that's why I have a podcast.

[00:03:05]

[Bryan] Could be.

[Lillian] It could be. So, you're here talking about one thing, but I want to ask you about a whole bunch of things that you're doing at Fresno State. But, I'd like to start out with one of the things that you've just done is a pilot program with Blackboard Ally?

[00:03:21]

[Bryan] Correct.

[Lillian] Is that right? Can you tell us about that?

[00:03:23]

[Bryan] Sure. So, Fresno State initially was one of just a handful of CSU schools, and there are twenty-three in our CSU system. Twenty-three universities that initially opted in to this opportunity to partner with Blackboard Ally, and include it as part of our Learning Management System as a tool, a feature, to enable multiple formats of an artifact in the LMS to be accessed by any learner in the classes that they're available. And so we have just completed about two years of implementation, so we had about a year pilot, and then we've been fully live in all of our courses this last academic year, and so we're just really starting to learn the opportunities, the barriers that existed, and how we best move forward. Last fall, we were able to complete some student surveys, faculty surveys. We also created an opportunity for people to share their stories via focus groups. And so all of that information's been extremely helpful in how we continue to communicate out to various stakeholders across campus, as to what Ally is in the overarching umbrella of Universal Design for Learning. Its one tool.

[00:04:57]

[Lillian] So, from those surveys, or that information you've collected, was there anything that was surprising or what you didn't expect?

[00:05:08]

[Bryan] An opportunity for improvement? Yes, I think for the students, initially when we kind of kicked it off last fall, just that we hadn't communicated out effectively in enough ways to students that this was available for them. And without knowing that it was available, many of them reported that they didn't download multiple or various formats. Like for example, an MP3, a lot of our students communicate, so an audio file.

[00:05:41]

[Lillian] Yeah, that's really helpful.

[Bryan] And then I think-I don't know how surprising it was-but from faculty, the major takeaway that our team had that's implementing Ally is that there are very proactive faculty, and very reactive faculty. And so what does that span look like. And from administrators, again, somewhat surprising, everyone is behind the idea of it, no one wants to pay for it.

[00:06:12]

[Lillian] Ah, yeah! Exactly. Well, that's actually really good for others to hear if they're thinking about implementing. These are some of the things they should be thinking about, right?

[00:06:20]

[Bryan] Absolutely, and so, what we've identified is various pockets of money that administrators are now collectively contributing, so it's a campus-wide commitment, not out of one person's pocketbook. So the administrators really have come together in that regard.

[00:06:39]

[Lillian] Oh, great! That's fantastic. And you are also in the middle now of a shift to Canvas, can you tell us about that too?

[00:06:50]

[Bryan] Yes! Exciting shift to Canvas. So, several years ago, we had a group of faculty members and administrators who piloted three different Learning Management Systems. Ultimately, there was a decision to make a transition to Canvas, so we've just completed essentially a one year pilot, and the team and the Center for Faculty Excellence, academic technology, technology services, there's been a lot of people committed to this transition. And nearly 40% of all of our faculty-we have about 1400 faculty-were early adopters so about 40%, and so we've been very fortunate. We'll see how this

transition plays out. But it was an opportunity to really look at accessibility, not just as a thing but as part of a process, as we support faculty moving their course materials, their course content, thinking about their pedagogy, whether it's a face-to-face course and the LMS is supplementary, or it's a blended or hybrid course or its completely online. It was an opportunity to include in all of our trainings and support mechanisms, Universal Design for Learning as a way to provide various learning opportunities for our students. And at Fresno State, our President frequently talks about how our mission is to boldly educate and empower students for success. So, everything we do is focused on that.

[00:08:24]

[Lillian] Oh, great. So, you're really incorporating Universal Design for Learning in all this kind of movement into Canvas as many ways as you can?

[Bryan] As many ways as we can because its-ideally this is a cultural shift, that its not something we have to do, its something we get to do, and it's the right thing to do.

[00:08:44]

[Lillian] Yes, absolutely. And you're-but you don't stop there, I've got so many other questions, like, you're-you have a mobile discover-E, program, right, not discovery, but discover-E, could you tell me about that?

[00:08:58]

[Bryan] Sure. So, our discover-E program is something that our president boldly announced to the entire community that he wanted a device, a tablet, in every student's hands, in every classroom. And so, we've really grown the program thanks to his leadership. Most recently, I think the count is we've trained nearly 400 faculty in a very intensive, one week summer academy, and also we have faculty learning communities for them, and it really is a course re-design and thinking about how you might leverage mobile technology and digital literacy to reach out to our students in a way that's empowering for them and allows them to really leverage the technology, but also for faculty that it becomes almost transparent in their teaching.

[00:09:55]

[Lillian] Yeah, I've noticed that with my students and the students that we have in North Carolina, they're always on the phone, and that's where they're accessing the course materials. So, that-thinking about, if they're reading a reading or something and I deal with a lot of images in my work as an art historian, and thinking about, how is it that they're accessing the information that I'm giving to them; and, being able to manipulate it and being able to see it, and there are some things that I didn't realize, really changes that experience.

[00:10:34]

[Bryan] Absolutely.

[Lillian] Yeah. On a smaller device rather than-you know, it used to be that there were big projections on the wall, right, and I could really help them see the things I wanted them to see, and when we flip that experience, its, there are just untold differences that I hadn't even thought about. So, what are some of the things that you are helping your instructors to do, or learn, or kind of manage when they're thinking about their students using mobile devices?

[00:11:03]

[Bryan] So, a lot of the same things that you just shared, in addition to being willing to allow students to access their mobile technology in the classroom. So, how can we create opportunities for collaboration, for example, so that I might have a prompt that I share out with the students. But I'm really empowering them to move forward with that prompt with some small group dialogue, and then reporting back, or sharing back via something like a Google doc. And so just those opportunities to leverage technologies in ways that maybe faculty haven't traditionally thought of technology, so, you know, historically, right, laptops down, laptops put away, no mobile devices, and so our president really is committed to digital literacies and moving forward. We've just partnered with Adobe, so all of our students and faculty now have access to Adobe at a very reasonable rate. And so this is just another mechanism of infusing technology in a teaching/learning environment.

[00:12:12]

[Lillian] Yeah, and that is a cultural shift.

[Bryan] Absolutely

[Lillian] I mean, that's what you're talking about. That cultural shift from maybe "I'm in complete control of the classroom, you don't get to do any of that stuff" to "I am offering control of this learning and this pathway to my students, you guys take it."

[00:12:30]

[Bryan] And, its about the students, right, its understanding that there are multiple ways to learn. And, as faculty, we need to provide those opportunities for success and support the students in doing so. And so, President Castro has really developed and created an infrastructure for this to happen. This mobile technology program has really grown. There are lots of individuals across the campus who are committed to its success, and someday, hopefully soon, we do have a mobile device in every student's hands that allows them access to information in a variety of ways.

[00:13:03]

[Lillian] That's great. And, speaking of access, you have a lot you're doing with something called APM 237, can you explain that?

[00:13:13]

[Bryan] Sure, so again part of this larger cultural shift. So, at most universities there's an academic senate that creates policy in terms of the academic affairs area or kind of the teaching and learning side of the house. APM-237 is an academic policy that was passed by the senate that essentially holds faculty accountable for accessible course materials. It holds faculty accountable for submitting their requests for course materials, whether it be books, other resources, to our campus partners so that students have them on or before the first day of instruction. And-so that policy really has allowed us again to change the culture, and provide the opportunity for the faculty who are very responsive to this to get training on how to get accessible course content. And if they are not as inclined, we also have the infrastructure in place to support them and make the changes for them so their course content is accessible and inclusive.

[00:14:26]

[Lillian] Oh, great. And you have a very diverse population there, don't you?

[00:14:32]

[Bryan] We do. Fresno State, we are in the Central Valley, there are-we are a Hispanic-serving institution. We also have a high number of first generation college students, so-I believe its nearly 65-68/70% of those. Many of our students are Pell Grant recipients, and that's just over 60%, and a large number of our students have food insecurities, so they're making choices about educational materials based on what their needs are and what some of the challenges that they're facing present.

[00:15:17]

[Lillian] Yeah, wow, that's a lot more that is happening in an institution of higher ed that we sometimes think about. All those barriers and choices, right, that have to happen on our students' part, so it sounds like you are helping to lead this charge to take down those barriers and allow for students to get the learning done-let learning happen.

[00:15:41]

[Bryan] Yeah, and-so-again these academic leaders are really modeling this type of success and inclusion and being very thought-provoking in how we support our students for success, and that includes our president, our provost, AVP's, just-everyone involved, technology services.

[00:16:05]

[Lillian] Yeah, that's great. And, you've got a lot of online courses that also you have-your students have access to, which helps with commutes, and helps with all of those other time constraints, and what do you do to train faculty for your online training?

[00:16:18]

[Bryan] So, any faculty member who either teaches online or a hybrid environment, they are required to themselves be students. So, they take a fifteen to twenty hour course, and that course is only offered online. As part of that, kind of baked into that if you will, is a-several modules, and scaffolded throughout the course is Universal Design for Learning. And the tool that our campus uses is called Quality Learning and Teaching, which is an instrument out of the CSU, and that is also very similar to Quality Matters. So, many people are probably more familiar with the Quality Matters tool. This is just another instrument, one that's been developed and modified as part of our system. But it is available to anyone.

[00:17:16]

[Lillian] Oh, great. And I also hear that you've got a really great partnership coming up that is also going to make accessible materials free and available for your students, can you tell us about that?

[00:17:33]

[Bryan] Certainly. So, this past academic year, efforts of the faculty members and other stakeholders, our bookstore, we saved students over 1.4 million dollars in course materials. And so, our campus continues to be committed to this notion of open access, and we are currently an educational partner with Open Stacks. So, we're an institutional partner with Open Stacks, and we're leveraging their knowledge and expertise to even do better as we continue to support our students who, again, have a variety of challenges and we want to make learning as easy and accessible for all of them.

[00:18:17]

[Lillian] So, that's going to provide even more open educational resources for more classes, more students, on your campus.

[00:18:27]

[Bryan] Yeah, so the way that-we're being pretty intentional on what we're doing, and so there's a variety of professional development opportunities, and RFP's for faculty to explore with a librarian and our faculty fellow for open educational resources to really look at what is available currently, what is it that maybe faculty have already developed over the years in their own disciplines, and how we create that and package that in such a way that its available to students, its part of the learning management system, and that there's no cost for them, and part of those trainings this summer we had nearly twenty faculty specifically looking at general education. We're looking at a zero-cost pathway through general education for our entire campus. And baked into that, again, part of that is the requirement that there are Universal Design for Learning concepts in there, but also-and also, that the course materials are at no cost.

[00:19:30]

[Lillian] Wow, so you are really creating a free and accessible general education there at Fresno State.

[Bryan] That is the objective. We are working towards that diligently.

[00:19:40]

[Lillian] Yeah, oh that's really amazing, you're doing fantastic work there, and your idea of Universal Design for Learning is all-encompassing. I mean, its not just-I mean, it starts with accessibility, right? It starts with thinking about accommodation, but you're really incorporating the diversity of your student body and how you, your administrators seem to be really on board and pushing this charge.

[00:20:02]

[Bryan] We are extremely fortunate. We have fantastic support from the administrators, certainly not only financially, but also in terms of our communications out, they're consistent, we know we can do better, which is what our center is for, is really to look at what have we accomplished and how can we do better and go from good to even the best that we can be so that our students are empowered for success.

[00:20:31]

[Lillian] That's fantastic. Well, thank you so much for taking the time to tell us about it and this is really inspiring for other people who are in the center for teaching and learning or for administrators or others who are hoping to do this for their students, so I appreciate it.

[00:20:47]

[Bryan] Yeah, and I will just do a shout-out quickly to the entire team at the Center for Faculty Excellence, you've got to have the right people who are committed to the right things to get the right things done and they are a great team.

[00:20:58]

[Lillian] Oh, that's great, thank you so much for talking with us!

[00:21:01]

[Bryan] Thank you!

[Music]

[00:21:13]

[Lillian] You can follow the Think UDL podcast on Facebook, Twitter, and Instagram to find out when new episodes will be released, and also see transcripts and additional materials at the ThinkUDL.org website. The Think UDL podcast is made possible by College STAR, the STAR stands for supporting transition, access and retention in post-secondary settings, and the website provides free resources and instructional aids based on UDL principles. If you'd like to know more, go to the CollegeSTAR.org website. Additional support for the podcast is made possible by Appalachian State University, where, if you call it Appalachian, I'll throw an apple at you! The music on the podcast was performed by the Odyssey Quartet, comprised of Rex Shepherd, David Pate, Bill Folwell, and Jose Cochez. Our sound engineer is Tanner Jones, and I am your host, Lillian Nave, thank you for joining us on the Think UDL podcast.

[Music]

# data[].attributes.attachment_link.title
Whole campus UDL buy-in with Bryan Berrett

# data[].attributes.attachment_link.description
Lillian talks with Bryan Berrett, the Director of the Center for Faculty Excellence at California State University at Fresno. Bryan and Lillian sat down in August 2019 at the 5th Annual CAST Symposium "Becoming Expert Learners" on the campus of Harvard Law School in Cambridge, Massachusetts, to talk about how the whole campus is integrating...

# data[].attributes.attachment_link.description
A CAST credential or product certification demonstrates your expertise in Universal Design for Learning and showcases your achievement with a digital badge

# data[].attributes.attachment_link.title
20230731 CAST UDL Symposium - UDL Ubiquity Going from Principles to Policies Practices & Culture - Handout

# data[].attributes.attachment_link.title
Thomas J Tobin Consulting &amp; Curriculum Vitae

# data[].attributes.attachment_link.description
Thomas J Tobin Consulting &amp; Curriculum Vitae

# data[].attributes.attachment_link.description
750 million+ members | Manage your professional identity. Build and engage with your professional network. Access knowledge, insights and opportunities.

# data[].attributes.attachment_link.title
Integrating UDL in Ontario, Canada, and beyond with Jodie Black

# data[].attributes.attachment_link.description
Lillian Nave talks with Jodie Black, a Teaching and Learning Specialist at Fleming College in Peterborough, Ontario, Canada. Jodie and Lillian discuss the UDL initiatives she and her colleagues are…

# data[].attributes.headline
UDL Navigators in Higher Education: A Field Guide

# data[].attributes.subject
UDL Navigators in Higher Education: A Field Guide

# data[].attributes.attachment_link.title
UDL Navigators in Higher Education: A Field Guide - CAST Professional Publishing

# data[].attributes.attachment_link.description
Jodie Black and Eric J. Moore share strategies and resources for introducing UDL to postsecondary systems that can be transferred and tailored to address the particular needs, culture, and values of your setting.

# data[].attributes.attachment_link.title
UDL in Higher Ed Facilitated Course - District Based PD course

# data[].attributes.attachment_link.description
In this facilitated professional development online course, professors and educators learn how to implement UDL in colleges and universities.

# data[].attributes.attachment_link.readable_text
For post-secondary educators to effectively use Universal Design for Learning (UDL), they need to learn about how UDL really works in higher education settings. Like, really works. Not hypotheticals. Not a translation of what works in K-12. They want to go beyond the UDL basics. They want to learn how UDL helps tackle the nitty-gritty problems and amazing possibilities of teaching and learning in higher ed.

From academic accommodations to field based assessments, from external examinations to faculty work loads, the higher ed teaching and learning experience is unique. Educators want to go beyond the UDL basics, beyond the "flavour of the month," to dig deep, ask tough questions, and wrestle with the complexities of how UDL works with post-secondary teaching and learning.

Faculty deserve to learn about UDL in ways that model UDL - including lowering threat, building community, supporting executive functions, and connecting big ideas with day to day practices.

From the important work of building buy-in, to custom faculty training, UDL Masterclasses, and all the way to UDL informed strategic planning, I help you rethink UDL integration in higher ed to create and implement a plan that truly works for you and your team.

# data[].attributes.attachment_link.description
For post-secondary educators to effectively use Universal Design for Learning (UDL), they need to learn about how UDL really works in higher education settings. Like, really works. Not hypotheticals. Not a translation of what works in K-12. They want to go beyond the UDL basics.

# data[].attributes.attachment_link.description
750 million+ members | Manage your professional identity. Build and engage with your professional network. Access knowledge, insights and opportunities.

# data[].attributes.attachment_link.description
750 million+ members | Manage your professional identity. Build and engage with your professional network. Access knowledge, insights and opportunities.

# data[].attributes.headline
Accommodation 2.0: Reflecting on the future of post-secondary accommodations in a UDL landscape

# data[].attributes.subject
Accommodation 2.0: Reflecting on the future of post-secondary accommodations in a UDL landscape

# data[].attributes.attachment_link.title
Accommodations 2.0: Reflecting on the future of post-secondary accommodations in a UDL landscape

# data[].attributes.attachment_link.title
Episode 4: Talking equity, inclusion and critical pedagogy with Frederic Fovet

# data[].attributes.attachment_link.description
Choice of listening platforms In this conversation Dr. Frederic Fovet talks with me about a social justice approach to inclusion, the challenges schools and teachers face to embed sustainable UDL p…