It is debatable whether or not the class was not universally designed but universally unprepared. Regardless, here lies the difficulty with UDL, using a quote from former NCAA basketball coach Jon Wooden, saying that, “failing to prepare is preparing to fail.” This was our course: PowerPoint, guest speaker, guest speaker, guest speaker, PowerPoint, and a final guest speaker, for the most part. The methods in which the course was taught included limited interaction, an important part of UDL (in my opinion). There were very few handouts or supplemental materials provided throughout the course. The assessment protocol included one final paper and a short quiz at the beginning of the year. Instructor technology included PowerPoint presentations, and all guest speakers had PowerPoint presentations.

This course was not universally designed whatsoever. Moreover, design of the course limited student engagement and consequently, encouraged student slumber. As aforementioned, this was my first graduate course in a field I love; thankfully things changed in other courses because I thought I was about to be in two years of… well, you get the point. It just goes back to what Professor Zeff said today: preparation is essential! It is perhaps the most important part of UDL… setting up the learning environments to include all students and exclude all barriers before either are present.

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.

When addressing the “what” of my learning, the course not only brought on new material, but very much adding to my existing knowledge base. Working in the field of traumatic brain injury, I have and continue to study and teach child and adolescent neurodevelopment. This course added to that level of knowledge by providing me opportunities for continued learning and education on the social and emotional developmental stages, characteristics, and interventions for all children. The “what” was also very applicable to my current occupation, and moreover, my life. This September my wife and I are expecting a son, and the wealth of information I received from this course, from the perspective of an upcoming parent, was invaluable.

This is not a criticism, but a reflection, so I must say the “how” of my learning in this class was rather monotonous. My inspiration for the acquisition of information was fueled by the following reasons: 1. The neurodevelopmental (from social and emotional perspective) subject matter; 2. The direct applicability to my current job; and, 3. The fact I can utilize the information to make myself a better parent.

This course was interactive, with activities where each class member would teach a section of the required readings and each class member would teach a behavioral theory, but collaboration was minimal. I find that I enjoy collaborating and that it is an essential characteristic to positive student, family, and team outcomes.

Again, while I did not favor the method this course was taught, I truly find the developmental theory, research and evidence imperative to my work and interesting to my life. This course certainly enhanced the depth of my learning and not necessarily challenged, but again, inspired me to continue to seek out information of the subject matter. My professor’s positive feedback and expertise was a great factor that helped shape my techniques and skill sets.

Joe

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