Filed under: Uncategorized
“The ‘universal’ in universal design (for learning) does not imply one optimal solution for everyone. Rather it reflects an awareness of the unique nature of each learner and the need to accommodate differences, creating learning experiences that suit the learner and maximize his or her ability to progress” (Teaching Every Student, page 70).
When I think about this quote, I immediately think of principles. Principles are universal and can implemented and utilized in all areas of life. For example, if I value hard work and my princple for that underlying value is to (from Stephen Covey) “be proactive,” I can approach every opportunity or situation with that mentality. If another value is personal integrity, a value might be to (from Stephen Covey, again) “seek first, then understand,” or “think win-win.” We can think about this in other realms, as well. If as an administration staff of a high school, my behavioral approach is to provide positive reinforcment, “catch students being good,” do not shame or blame students, etc., when an undesirable behavior manifests, each educators and, or person interacting with that student will respond to the principles. My point is, that principles are universal and can be applied everywhere, to each unique situation to “accommodate differences,” and “create learning experiences that suit the learner and maximize his or her ability to progress.” The learner being the individual implementing his or her own principles in a tough situation (Covey example) or the student with demonstrates the poor behavior in school.
As a professional working in the field of pediatric brain injury, this can be difficult. Universal design requires an extreme amount of flexibility. We all understand that each child is different and demonstrates unique stengths and needs. When the impact and sequela of an acquired neurological impairment presents itself on a child, while concurrently developing through the stages of childhod and adolescence, the consequences the child may encounter can be vast. As a result, what “works” for some students very well may not for others. In my my experience, accommodating the unique needs of these students, where the environments continuously change and prevelence increases, as I said, is very difficult, but mandatory… ethically and educationally.
Again, my main concern is the implementation and the flexibility. Universal Design needs to be a paradigm shift in the approach with utilize with our students.
Create a free edublog to get your own comment avatar (and more!)
1 Comment so far
Leave a comment
Leave a comment
Line and paragraph breaks automatic, e-mail address never displayed, HTML allowed:
<a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <strike> <strong>
When you write that principles “are universal and can be applied everywhere, to each unique situation” I think you really get to the heart of the matter we address this week. The 3 UDL principles are the core of the UDL “framework.” A framework is a lens through which we see a situation, or indeed, our world. Well-spotted, and well-written!