Creating inclusive and accessible learning experiences using Universal Design for Learning
By ensuring that learning materials are accessible and inclusive, we can promote student engagement and reduce cause for stress, thus supporting student well-being. In our December DECoP webinar, Giorgia Pigato and Elise Omfalos (Queen Mary Academy) discussed how Universal Design for Learning (UDL) can help us reduce barriers to learning and create more accessible and inclusive learning experiences.
Elise and Giorgia kicked off the webinar by asking participants to reflect on and share their own experiences of feeling included in a digital learning experience – and what it was that made them feel included. Most responses related to opportunities to interact with others and share experiences and perspectives. Things that facilitated this sense of inclusion included being offered different ways to interact and engage and an emphasis on everyone’s contributions being important and valuable.
This initial discussion activity immediately surfaced some of the principles of UDL. UDL is a framework for learning design that aims to reduce and remove barriers to learning. Developed by CAST, it proposes three guidelines for designing inclusive and accessible learning materials:
In short, it creates flexibility and options for learners within the design of learning experiences, rather than making adjustments after the fact.
A key tenet of UDL is that by removing the barriers that might exist for some learners, we benefit all learners. For example, providing video captions and transcripts might be essential for a Deaf/deaf student, but also useful (to varying degrees) for students with auditory processing difficulties, students who speak English as an additional language, students watching the video in a noisy environment or with an unstable internet connection or those encountering discipline-specific terms and jargon for the first time. It can also help with revision and clarification as students can refer back to the transcript to check information, rather than rewatching the whole video.
Giorgia and Elise invited participants to share what they do for learner diversity. Examples included incorporating a Week 0 in which students can test and familiarise themselves with the various technologies they’ll be using for learning, providing a variety of learning materials and assessment modes, including videos, podcasts and blog posts, providing audio feedback and setting learning outcomes that can be personalised.
Elise and Giorgia shared other good practice strategies such as offering choice in assessments and taking a programmatic approach to assessment that reduces over-reliance on particular types of assessment. They also recommended chunking online learning activities and incorporating interactivity, and providing frequent, formative feedback to help guide students through the learning process.
There was a lively discussion demonstrating participants’ great enthusiasm for creating more accessible and inclusive learning experiences – and lots of examples of existing good practice to support students’ learning and well-being.
Learn more about the UDL principles and how you might enact them in your teaching
Watch Giorgia and Elise’s webinar
The next DECoP webinar will be held on Thursday 14 March at 11am. Join our Teams site to stay up to date with webinar topics and speakers.