The goal of inclusive education is to ensure that all students, regardless of their background or abilities, have an equal opportunity to learn and succeed. For teachers, this means providing equal access to educational experiences and ensuring that all students have the support and resources they need to be successful academically, socially, and emotionally. By designing instruction that meets the diverse needs of all students, educators can help create a welcoming and supportive environment for all. EdSurge recently met with experts in the field, all part of the Alliance to Educate All Students (EALA), to discuss how they are leveraging edtech to provide an inclusive learning environment for all students.
One way that educators can meet the needs of students is to integrate Universal Design for Learning (UDL) into their instructional practices. UDL provides a framework for designing and delivering lessons that address the diverse needs of all learners, including those with disabilities and other learning challenges. UDL is based on the principle that there is no single approach to teaching and learning and that instructional materials and methods must be flexible and adaptable to the needs of all students. Soon, UDL is a starting point for providing personalized learning experiences. By providing multiple means of representation, expression, and engagement, the UDL supports the development of lifelong, self-directed learners who can succeed in a rapidly changing world.
chris bugaj, an assistive technology specialist for Loudoun County Public Schools in Virginia, is quick to advise teachers new to UDL to give their students choice. Starting from the initial planning stage, they should anticipate different paths for students on the learning journey. Bugaj likens this to a fast food menu: “Not everyone wants a hamburger, so offer a substitute for chicken nuggets or a fish sandwich. But the menu is not infinite. You are not offering lobster.
What does the menu analogy look like in the classroom? Teachers must provide options for how students experience the content. After all, not everyone learns by listening to a lecture; some may learn better through a video or podcast, while others prefer interactive technology or simulations. To reduce barriers to learning in the classroom, teachers must plan for different methods of student engagement and make materials accessible to all students.
Riley Mulcahy, founder of the RILEY projectprovides a unique perspective as a former student and current administrative assistant at compass high school. The Bay Area school is a member of EALA and offers a college preparatory program designed for students with dyslexia, dysgraphia, dyscalculia, ADHD, anxiety, and double exceptionalism (2e). For Mulcahy, UDL means “making sure all students have an accessible way to learn.” Compass High teachers aim to provide as personalized a learning environment for each student as possible.
Sometimes a simple edtech tool can make a significant difference. For example, a common barrier for Compass High School students is the inability to read grade level text. Many students with disabilities read below grade level and benefit from the text-to-speech tool which is universally available on computers and mobile devices. Similarly, some students benefit from dictation apps through which they say their thoughts out loud, activating the device to convert those thoughts to text. Both tools help make reading and writing more accessible to all students. As one Compass High student explains, “At school, I use text-to-speech and speech-to-text every day. These are tools that help me understand the lessons and collaborate with my classmates.” At Compass High, educators discuss with students any accommodations they are receiving and the rationale for each. Instead, As students transition from high school to college or a career, they learn to advocate for themselves, negotiating the tools and resources they need to succeed..
For Mulcahy, the use of a visual tool, a graphic organizer, was critical to achieving her writing aspirations. Despite having dyslexia, he knew that he had ideas that he wanted to communicate. A high school teacher introduced him to a graphic organizer and Mulcahy says that he “just started writing the outline of a story, and then he started writing more and more! The simple structure helped me become a better writer and prepared me to write in college.” The result: he eventually graduated from college with a major in English.
Bugaj adds that all students can benefit from these tools. “If I choose to read a book as my method of learning the content, I can use the text-to-speech tool simultaneously. Maybe I can decode the words with my eyes, but I also want to hear the words with my ears, just to make sure I’m decoding the text correctly. And sometimes, it’s a lot of words, so I just want to listen and not read.” The key is to provide students with options and encourage them to try different strategies so they can better advocate for their needs.
Additionally, Bugaj encourages teachers to provide options for students after learning the content. Teachers can offer different ways for students to demonstrate knowledge and skills. “Instead of asking each student to complete a worksheet or quiz, let them write an essay, create a slideshow, or do a podcast. Provide a variety of options with technology to help students express what they learned,” suggests Bugaj.
The power of integrating UDL into classrooms is that students ultimately incorporate it into their own work. According to Bugaj, teachers can build on this by including accessibility as a rubric criterion. “If students start thinking about making their slide deck accessible to the widest range of people, then accessibility becomes an important and necessary feature of whatever is being designed. Hopefully, the next generation won’t be chasing accessibility; It will just normalize.”
By promoting the sharing of inclusive and accessible teaching strategies, such as those exemplified by educators like Bugaj and Compass High, EALA aims to encourage greater adoption of UDL principles, ultimately transforming the educational landscape into one that prioritizes equity. , personalized learning and success. of all the apprentices.
For more resources on how to incorporate UDL and accessibility practices into your classroom, school, or district, take advantage of the course Accessibility for all sponsored by EALA and ISTE.