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Chapter 1  : Universal Design as an Instrument of Change

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Chapter 1  : Universal Design as an Instrument of Change

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Chapter One is split into three sections. In the first section, we introduce the Universal Design for Learning (UDL) framework, a powerful framework that was created to eliminate inequalities, and discuss how the implementation of the framework helps to build equity in our schools and classrooms. Next, we define the concept of social justice education and make the connection between UDL and social justice explicit. Lastly,
we provide concrete examples and case studies to help educators see the connection between UDL and social justice and to take first steps in deconstructing systems that don’t work for all students.

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What is our desired impact? What does it look, feel, and sound like when we are successful?

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What is our desired impact? What does it look, feel, and sound like when we are successful?

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Do all members of our school community feel safe, seen, and heard?

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Do all members of our school community feel safe, seen, and heard?

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Sanjin (2009) notes that “during his or her stay in school, the student experiences three types of education: useful, unnecessary and negative” and made an explicit connection to these three types of education and hidden curriculum. Take a moment and consider your own education. What strikes you as being the most useful thing you learned in school? The most unnecessary? The most negative?

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How are we helping students to feel representation, agency, and self-efficacy?

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How are we helping students to feel representation, agency, and self-efficacy?

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Identify, if any currently exist, or develop opportunities for students who are currently considered as disengaged to positively contribute to the school community in nonpunitive ways, for example community service.

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Identify, if any currently exist, or develop opportunities for students who are currently considered as disengaged to positively contribute to the school community in nonpunitive ways, for example community service.

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Chapter 2 : Laying the Groundwork for Social Justice in Our Classrooms and Learning Communities

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Chapter 2 : Laying the Groundwork for Social Justice in Our Classrooms and Learning Communities

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Chapter Two introduces five steps for beginning social justice and equity work in our classrooms and learning communities: concept stabilization, concept calibration, identity development, equity audit, and taking action. Each of these steps is critical in building the foundation of a more equitable school and aligns
to the principles of Universal Design for Learning (UDL). Concrete strategies, steps, and protocols are offered in each step.

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What are the best ways for teachers to check in on students academically? Behaviorally? Social emotionally? For example, do you prefer informal check-ins every day, check-ins via technology, scheduled meetings, and so forth?

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What are the best ways for teachers to check in on students academically? Behaviorally? Social emotionally? For example, do you prefer informal check-ins every day, check-ins via technology, scheduled meetings, and so forth?

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What stage is your community in, in regard to social justice and equity work?

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What stage is your community in, in regard to social justice and equity work?

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Have you taken the steps that we have recommended? If not, which steps do you believe will be the most challenging and which will be the most rewarding?

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Have you taken the steps that we have recommended? If not, which steps do you believe will be the most challenging and which will be the most rewarding?

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Tell other colleagues and school leaders about what you’re doing, explicitly focusing on the commitments that you are making. 

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Tell other colleagues and school leaders about what you’re doing, explicitly focusing on the commitments that you are making. 

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Chapter 3 : Social Justice Through Collaboration and Community

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Chapter 3 : Social Justice Through Collaboration and Community

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Universal Design for Learning (UDL) reminds educators that fostering collaboration and community is critical to provide multiple means of engagement. In order to implement UDL and create more equitable classrooms, educators need to commit to ongoing professional growth and continuously examine their own individual practices and beliefs. In this chapter we will share specific strategies for addressing opportunity gaps for all learners through the creation of collaborative communities that examine the academic, social,
emotional, and behavioral needs of students through a social justice lens.

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Think about your school or district. Who do you think are the students who are not being served?Do you think there are certain policies and practices that privilege some students, while potentially oppressing others? Write down your answers and examine them after you analyze data to see where your inclinations may not be in line with the data.

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Think about your school or district. Who do you think are the students who are not being served?Do you think there are certain policies and practices that privilege some students, while potentially oppressing others? Write down your answers and examine them after you analyze data to see where your inclinations may not be in line with the data.

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After reviewing the key considerations for an Intentional Learning Community, do you believe that you have this type of professional learning community in your school? Why or why not? In your position, how could you help to build it?

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After reviewing the key considerations for an Intentional Learning Community, do you believe that you have this type of professional learning community in your school? Why or why not? In your position, how could you help to build it?

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How can cogen groups help us benefit our practice?

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How can cogen groups help us benefit our practice?

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Cogen: small group dialogues among instructors and students for the purposes of improving course processes

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Respond to the following quote from Dr. Christopher Emdin: “Equity is hearing somebody’s voice about what they need and providing them with that."

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Respond to the following quote from Dr. Christopher Emdin: “Equity is hearing somebody’s voice about what they need and providing them with that."

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Chapter Four is focused on the design process and how it can be lever- aged to create flexible, meaningful learning opportunities for all students. When educators are committed to intentional learning communities and social justice education, they design curriculum and teaching that eliminates barriers that prevent all students from learning at high levels. The foundation for this work is Universal Design for Learning (UDL).

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Why is it important to include students in the lesson or unit design process? How can their feedback and perspective help you eliminate barriers to learning, particularly for those students who have historically been marginalized?

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Why is it important to include students in the lesson or unit design process? How can their feedback and perspective help you eliminate barriers to learning, particularly for those students who have historically been marginalized?

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How can the UDL Flowchart help you as a learner meet the goal of eliminating barriers to learning? Do you think this tool will be useful for you? Why or why not?

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How can the UDL Flowchart help you as a learner meet the goal of eliminating barriers to learning? Do you think this tool will be useful for you? Why or why not?

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Are you comfortable with providing learning options to your students “buffet-style”? What barriers do you expect as a teacher when beginning this process, and how do you think you may be able to overcome those? How do you think this technique will help you pique student interest and be more culturally relevant?

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Are you comfortable with providing learning options to your students “buffet-style”? What barriers do you expect as a teacher when beginning this process, and how do you think you may be able to overcome those? How do you think this technique will help you pique student interest and be more culturally relevant?

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Before reading this chapter, did you imagine that executive functioning and social justice could be connected? How has that changed?

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Before reading this chapter, did you imagine that executive functioning and social justice could be connected? How has that changed?

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In your learning environment, do you currently employ any strategies to teach your students about and support executive functions? Discuss creative ways to do this that will engage your students.

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In your learning environment, do you currently employ any strategies to teach your students about and support executive functions? Discuss creative ways to do this that will engage your students.

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Think of a time you were experiencing executive dysfunction due to stress or distraction. How did you get back on task, and what techniques and strategies do you find most helpful for supporting your own executive functioning? 

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Think of a time you were experiencing executive dysfunction due to stress or distraction. How did you get back on task, and what techniques and strategies do you find most helpful for supporting your own executive functioning? 

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Make a checklist or plan for how you will begin to teach your students about executive functioning and how you can regularly incorporate strategies into your lesson and unit planning. Share with your colleague(s).

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Make a checklist or plan for how you will begin to teach your students about executive functioning and how you can regularly incorporate strategies into your lesson and unit planning. Share with your colleague(s).