Implementing+UDL+in+the+Curriculum

====**This page will look at four articles that tackle the issue of Universal Design for Learning when implementing it into the curriculum. Each of the articles reiterate the principles of TPACK about keeping in in mind the Content, Pedagogy and Technology when designing a lesson or curriculum. In addition, the articles remind us that we all should keep in mind the diverse educational needs of our students.** ====

==** King-Sears, M. (Fall 2009). Universal design for learning: technology and pedagogy. Learning Disability Quarterly, 32, 4. p.199(3). ** ==

====**A common misconception among educators is that they feel that by implementing "technology" is the sole way to incorporate Universal Design for Learning (UDL) into their classroom. In order to successfully implement a Universal Design for Learning in the classroom, the teacher must assess if the technology enhances the pedagogy or instructional practices used for the students in their classroom. King-Sears provides readers with examples oh how their lesson or curriculum can be aligned to the seven UDL principles. A lesson or curriculum aligned to UDL standards should be able to be utilized by all the students in the classroom regardless of their ability without the need for additional adaptations or accommodations for specific student(s).** ====

==** Jimenez, T C, Graf, V L, & Rose, E. (Fall 2007). Gaining access to general education: the promise of universal design for learning. Issues in Teacher Education, 16, 2. p.41(14). ** ==

====**The passage of laws like the Education of All Handicapped Children Act,Individuals with Disabilities Education Act and the No Child Left Behind has put the question of where a student with disabilities is going to be educated. Each of these laws has broken down the "wall" these students face and they now learn in a "traditional" or "general" education classroom. The inclusion of these students in the mainstream classroom has left teachers feeling ill prepared to handle these students in their classroom. The article looks to provide teachers with a "how-to" when if comes to implementing UDL principles into their classroom, shifting the focus away from the specific students with disabilities to instructional practices that meet the needs of "all" of their students. This is not an easy process and calls for teachers to really get to know who is occupying the desks or table in their classroom by looking at their students records and assessing student's prior knowledge coming into the course. With this information in hand, teachers can then incorporate various activities to engage and assess their students learning built around the various needs of the students. The chart bleow is from the article and offers various instructional methods that correlate to the UDL framework.** ====

**Chart Credit (Jimenez, Graf, Rose 2007)**

==** Lieberman, L J, Lytle, R K, & Clarcq, J A (Feb 2008). Getting it right from the start: employing the universal design for learning approach to your curriculum; Universal design for learning means planning ahead for the inclusion of all students. JOPERD--The Journal of Physical Education, Recreation & Dance, 79, 2. p.32(8). ** == ==== **Modifications are an important aspect of a teacher's lesson plan, but often times they are implemented after a lesson has been created. When modifications are created "after the fact" it can leave students with disabilities feeling left out or not a part of the lesson. In addition, a lesson not created with modifications in mind can leave out those students that may not have a "disability label" also have them feeling left out of the lesson. In order to make sure that all learners are included in the learning process, the article introduces the FAMME Model, an approach designed to incorporate modifications and UDL principles during the lesson making process. This makes use of a four step process (determining underlying components, determining student capabilities, making modifications specific to the needs of the students, and finally an evaluation of the modifications) all in an effort to enhance the learning process for all students. The chart below can be used to guide for teachers in implementing UDL principles in their classroom.** ====
 * Chart Credit (Lieberman, Lytle, Clarcq 2008)**

====** Edyburn, D L (Wntr 2010). Would you recognize universal design for learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly, 33, 1. p.33(9). ** ====

====**The final article offers a critique on UDL. Edyburn states that UDL is still a concept or philosophy and cannot yet be considered a framework because it lacks the necessary research or scientific inquiry necessary for validation by the research community. This lack of a clear research-based framework leads defining UDL principles and practices up to individual interpretation. In order to help guide the discussion on UDL, Edyburn offers ten propositions to help clarify and define UDL principles over the next decade.** ====