Inclusion: the final frontier - Universal Design for Learning
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Dr. Alan Bruce of Universal Learning Systems discusses disability, inclusion, and universal design in education. He notes the historic patterns of low expectations for those with disabilities and their institutionalization and medicalization. However, developments like the independent living movement, assistive technologies, and legislation promoting inclusion and accessibility have impacted approaches. Universal design principles aim to create flexible learning environments and curricula that meet the needs of all learners.
Inclusion: the final frontier - Universal Design for Learning
- 1. Dr.Alan Bruce Universal Learning Systems - Dublin
- 2. Rationale Dimensions of difference - disability Impact Globalization and change in learning Context International and European Opportunities Approaching best practice
- 3. Disability is and always has been an issue of access and rights Common humanity/common reactions Impact of value systems and religious belief Role of war and migration Continuing impact of institutionalization, charity and control Impact of learning solutions and ICT
- 4. Disability: fear, loathing, guilt and shame Historic impact of segregation and exclusion Sense of impossibility – no alternatives offered to this population Systemic exclusion in all European countries From Foucault to Laing – analysis of the systems, structures and methods that oppress Medical and social models
- 5. In modern society a sense of normality is achieved through the suppression and exclusion of the abnormal Foucault, Madness andCivilization, 1964
- 6. Foundational and critical document Published byWHO State of the art analysis and review Overall aims of Report: To provide governments and civil society with a comprehensive description of the importance of disability and an analysis of the responses provided, based on the best available scientific information. Based on this analysis, to make recommendations for action at national and international levels.
- 7. Impact of vocational rehabilitation since 1947 War and effects of war Independent Living movement (1967) Progressive legislation – ADA 1990. Europe – from mainstreaming to inclusion Assistive technologiesAAATE and RESNA Research and comparative analysis Universal Design principles Innovation and adaptation in education
- 8. Historic pattern – vicious circle of low expectations Institutionalization and ‘special’ needs Embedded pervasive imagery of dependence Family, support and care Medicalization of discourse Legacies of charity The vocational imperative – where to now? Teaching – and learning – around difference
- 9. Families Communities Culture and beliefs Schooling, learning and research Media and portrayal Work, employment and a full life Lifelong care – the cost of independent living Permanent dependence or rights?
- 10. • Lack of consensus – goals, strategies, aims • Turf issues – professional confusion • Attitudes – the negative mindset • Casualization – from shiftwork to adaptability • Built environment • Unthinking exclusion • Fragmented planning • Disempowered families and social stratification • Beyond disability – inclusion for all
- 11. Patterns of constant change Uncertainty and conflict Deconstructing the welfare state Responses of educational systems Critical issues: access, quality, application, recognition, utility, ICT Beyond schools to ubiquitous learning
- 12. New work patterns – what happened to the Job? Technological revolutions New markets – public, private, financial, corporate Access and social inclusion – wishful or critical? Understanding permanent crisis Transnational linkage: from optional to essential
- 13. Demographic changes: ageing and life expectancy Women and labor market participation Cultural and religious difference Immigration Conflict and stress Urbanization
- 14. Patterns of constant change Permanent migration mobility Outsourcing Flexible structures and modalities End of job norms Knowledge economy Structural inequalities
- 15. Exponential increase in information Critical reflection vs. need to know: where does e-learning sit? Peer-to-peer learning economy: social media Free speech and autonomous expression Developing critical thinking skills Autonomous problem solving Diversity embedded
- 16. Historic impact low expectations Institutionalization and ‘special’ needs Medicalization of service models Legacy of charity The transformation of work Learning and difference Diminishing public space Linking disability to other social justice models
- 17. The emergence of a true global economy dictates a new role in international activities to promote the well being of persons with disabilities through access to jobs, better technology and social supports... Source: NIDRR Long Range Plan 1999-2004
- 18. Ubiquity and access Innovation – the new imperative Professionals, Customers, Communities Quality, standards and assessment Curriculum or competence: institutional crisis of international educational systems Freedom, openness and creativity in the digital economy
- 19. Lisbon Declaration Inclusive education as principle Significant national variations Separation between health, social services and education functions and responsibilities Poor multidisciplinary developement Family exclusion Focus on educational, health and social needs
- 20. Universal Design for Learning is a set of principles for curriculum development that gives all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials and assessments that work for everyone - not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.
- 21. Universal Design for Learning (UDL) is a framework that addresses the primary barrier to fostering expert learners within instructional environments: inflexible, “one-size-fits-all” curricula. Inflexible curricula raise unintentional barriers to learning. In learning environments individual variability is the norm, not the exception UDL addresses learner variability by suggesting flexible goals, methods, materials and assessments that empower educators to meet these varied needs.
- 22. The purpose of UDL curricula is not simply to help students master a specific body of knowledge or set of skills, but to help them master learning itself— to become expert learners. Expert learners have 3 broad characteristics: 1. strategic, skillful and goal directed 2. knowledgeable 3. purposeful and motivated to learn more
- 23. CAST (Center for Applied SpecialTechnology) established 1984 First Federal grant from NSF 1994 UDL defined. CAST invents “Bobby” 1995 CAST Advisory Council established 2005 National UDLTaskforce established 2006 First Statutory definition of UDL 2008 National Center for Universal Design established 2009 University of North Carolina academic expertise
- 24. Impact of universal schooling The university revolution – from distance learning to MOOCs Impact of legislation and policy Technological revolution only starting From psychology to engineering – the altered environment Shaping the mind – struggles with attitudes
- 25. Focus of motivation Problem solving focus From curriculum to competence Content to meaningful action From formal teaching to creation of bonds and links Mentoring Models of best practice
- 26. ‘I refuse to join any club that would have me as a member.’
- 27. Modeling Empathic analysis in transition support Social analytics for multidisciplinary work Roles and responsibility Advanced digital competence/assistive technologies Comparative research methods Independent living/rights based models Universal Design
- 28. Defining needs Defining required supports Developing teams: communication Avoiding traps – the standardized label Critical and reflective thinking and practice Empathy Sensitivity and clarity – goal setting Evaluative review
- 29. To improve classroom practice and raise awareness of European educational communities on inclusive teaching and learning practices To improve teachers’ work practice, combining ICT skills with innovations in pedagogy, curriculum, and institutional organization To redesign, adapt and personalize curricula and instructional methods To create a learning environment that helps each student develop his or her full potential
- 30. Rights and advocacy Quality circles (Netherlands) Collaborative research Culture of innovation Highly qualified staff Equality frameworks and enforceable standards
- 31. Flexibility Diverse learners/digital immigrants Learning outcomes Pedagogical design - integrated learning Social capital and inclusion Visions of excellence
- 32. Dr. Alan Bruce Universal Learning Systems Dublin, Ireland abruce@ulsystems.com Tel: +353-87-249-8791