LECTURE: PROMOTING ACCESS TO THE LECTURE: PROMOTING ACCESS TO THE
CURRICULUM: INCLUSIVE SCHOOLS CURRICULUM: UNIVERSAL DESIGN FOR
LEARNING
Diversity and Inclusive Classroom
• Framing multi-level objectives, planning Universal Design for Learning
teaching-learning strategies and preparing multi- - Extension of an architectural movement
level worksheets called Universal Design
• Encouraging students to perform better than - Ron Mace – coined and formulated the
their own previous performance universal design
• Providing support as and when needed and - Became an educational framework
sustaining motivation to learn – make learners created by Anne Meyer and David
formulate higher but achievable learning Rose in the 1990s.
goals - Aim is to create structure that are
• Creating close connections between conceived design to accommodate all
classroom teaching – learning and day-to- individual without the need of
day life of students at home, school & specialized design (architectural
community concept)
• Designing small group instructions For Learning
• Providing opportunities for learning by doing - Reduced barriers in instructions
• Values diversity through
Why do we need inclusive schools? proactive design of inclusive
• Inclusion does not only benefit students with curriculum
disabilities - Provides appropriate accommodation
• When provided with continuous opportunities and supports
to interact with each other, we lay the - Maintains high achievement
foundation of inclusive societies expectations
• School experiences remain with an individual UDL as a practice
throughout their lives - Curriculum should include alternatives to
• Inclusive schools prepare students with make it accessible and appropriate for
special needs for life after school – with various individuals varied by learning
whom they will be interacting regularly context
• Provides opportunities for other students to Opportunities we want to increase using
appreciate and value diversity UDL:
• Focus is on abilities of all students as each - Options for access
of them are perceived as capable of learning - Options for participation
• Interdependence and independence foster a - Options for demonstrating learning
sense of belongingness - Equitable access to general curriculum
• Equality- and equity- based practices are (equity - providing individual based on
followed their needs)
• Collaborative teaching – learning processes Provides flexibility in ff ways:
which strengthen academic and social skills - information is presented
of all students - Students to respond or demonstrate
• Collaboration between teachers, specialists, knowledge and skills
parents - Students are engaged
Framework
- Differentiate their instructions through
carefully articulated goals
- Individualized materials, methods, and
assessments
3 Fundamental Principles
Multiple Means of Representations
• The “what” of UDL
• Offer text-to-speech, video,
audio, and other multimedia;
integrate assistive technologies
patchie 1
CURRICULUM: INCLUSIVE SCHOOLS CURRICULUM: UNIVERSAL DESIGN FOR
LEARNING
Diversity and Inclusive Classroom
• Framing multi-level objectives, planning Universal Design for Learning
teaching-learning strategies and preparing multi- - Extension of an architectural movement
level worksheets called Universal Design
• Encouraging students to perform better than - Ron Mace – coined and formulated the
their own previous performance universal design
• Providing support as and when needed and - Became an educational framework
sustaining motivation to learn – make learners created by Anne Meyer and David
formulate higher but achievable learning Rose in the 1990s.
goals - Aim is to create structure that are
• Creating close connections between conceived design to accommodate all
classroom teaching – learning and day-to- individual without the need of
day life of students at home, school & specialized design (architectural
community concept)
• Designing small group instructions For Learning
• Providing opportunities for learning by doing - Reduced barriers in instructions
• Values diversity through
Why do we need inclusive schools? proactive design of inclusive
• Inclusion does not only benefit students with curriculum
disabilities - Provides appropriate accommodation
• When provided with continuous opportunities and supports
to interact with each other, we lay the - Maintains high achievement
foundation of inclusive societies expectations
• School experiences remain with an individual UDL as a practice
throughout their lives - Curriculum should include alternatives to
• Inclusive schools prepare students with make it accessible and appropriate for
special needs for life after school – with various individuals varied by learning
whom they will be interacting regularly context
• Provides opportunities for other students to Opportunities we want to increase using
appreciate and value diversity UDL:
• Focus is on abilities of all students as each - Options for access
of them are perceived as capable of learning - Options for participation
• Interdependence and independence foster a - Options for demonstrating learning
sense of belongingness - Equitable access to general curriculum
• Equality- and equity- based practices are (equity - providing individual based on
followed their needs)
• Collaborative teaching – learning processes Provides flexibility in ff ways:
which strengthen academic and social skills - information is presented
of all students - Students to respond or demonstrate
• Collaboration between teachers, specialists, knowledge and skills
parents - Students are engaged
Framework
- Differentiate their instructions through
carefully articulated goals
- Individualized materials, methods, and
assessments
3 Fundamental Principles
Multiple Means of Representations
• The “what” of UDL
• Offer text-to-speech, video,
audio, and other multimedia;
integrate assistive technologies
patchie 1
