Robinson, D. E. (2017). Universal Design for Learning and school libraries: A logical partnership. Knowledge Quest, 46(1).
This is an example of a guideline I am already using:
Action and Expression: Checkpoint 7.3 - Minimize threats and distractions
Create an accepting and supportive classroom climate
Vary the level of novelty or risk
Charts, calendars, schedules, visible timers, cues, etc increase predictability of daily activities and transitions
Creation of class routines
Alerts and previews help learners anticipate and prepare for change in activities, schedule, and novel events
Options, in contrast to above, maximize the unexpected, surprising, or novel in highly routinized activities
Vary the level of sensory stimulation
Variation in background noise, visual stimulation, noise buffer, number of features/items presented at a time
Variation in pace of work, length of session, availability of breaks/time-outs, or timing/sequence of activities
Vary social demands, perceived level of support and protection, and requirement for display and evaluation
Involve all participants in whole class discussions
This is a guideline I could add right now to my teaching practice:
Representation: Checkpoint 5.2 - Use multiple tools for construction and composition
Provide spellcheckers, grammar checkers, word prediction software
Provide Text-To-Speech software (voice recognition), human dictation, recording
Provide calculators, graphing calculators, geometric sketchpads, or graph paper
Provide sentence starters or sentence strips
Use story webs, outlining tools, or concept mapping tools
Provide Computer-Aided-Design (CAD), music notation (writing) software, or math notation software
Provide virtual or concrete math manipulatives (e.g., base-10 blocks, algebra blocks)
Use web applications (e.g., wikis, animation, presentation)
This guideline looks great, but I might need help to implement it:
Engagement: Checkpoint 2.4 - Promote understanding across languages
Make information in the dominant language available in 1st language for LEP and ASL for deaf students
Link key vocabulary words to definitions and pronunciations in both dominant and heritage languages
Define domain-specific vocabulary (e.g. “map key” in social studies) in domain-specific and common terms
Provide electronic translation tools or links to multilingual glossaries on the web
Embed visual, non-linguistic supports for vocabulary clarification (pictures, videos, etc.)
I would like to explore more in terms of implementing UDL.
"UDL and school libraries form a natural partnership." Libraries are universally open to all learners, and as such, must be designed to facilitate access to everyone. "Different students process and comprehend information differently." Therefore we must present any important information in several different formats. "A consistent expectation of school librarians is the effective delivery of instruction to students with a range of learning needs." For our instruction to be effective for all students, that range must be accommodated. "School librarians must meet the needs of all learners. UDL provides the ideal framework for collaborative curriculum planning and implementation to meet these needs." This framework gives us the buffet of tools to make it possible to meet the needs of everyone simultaneously.
Blue, E.V. & Pace, D. (2011). UD and UDL: Paving the Way toward Inclusion and Independence in the School Library. Knowledge Quest, 39(3), 48-55.
Resources to help clarify things:
University of Washington Do-It
I really connected with your point that the library “complements and expands the classroom.” UDL truly gives us the framework to meet every learner where they are, and I like how you’re already minimizing threats and distractions to create a safe and predictable space. I’m also working on adding more tools for construction and composition, I think even small steps can make a big difference in access for all students. Thanks for sharing your reflections on building relationships and using UDL to support every learner!
ReplyDeleteI think the UDL has a lot of points to it that makes it a great resource for making sure that all students academic needs are being met. I love how you included what you already do in the classroom. I feel like this goes a long way for your students.
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