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UNIVERSAL DESIGN FOR LEARNING
EXPLORE
The Explore stage of Universal Design for Learning (UDL) examines the attitudes, capabilities, and requirements associated with implementing UDL. It entails assessing existing policies, practices, and beliefs regarding UDL. Additionally, the assessment evaluates the system's capacity, such as the availability of resources, technologies, and expertise. Through exploration, areas of proficiency and weaknesses are identified, along with components that need enhancement to effectively support UDL implementation.
There are two guiding questions:
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What do we need to know to enable us to make an informed decision?
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How do we know if we are ready?
During this phase you will:
By the end of this phase, you should know whether you and your team are ready to pursue using the UDL framework as a process of change.
He Pikorua
This phase of the Implementation tool links to Whakawhanaungatanga and Kohikohi. During the initial contacts and meetings stage, there is an invitation to explore and understand each other's perspectives. This exploration is a key aspect of Universal Design for Learning (UDL), which recognizes the value of offering multiple ways of engaging with information and promoting learner agency. By creating a space for exploration, we can support positive and collaborative relationships, co-construct aspirations and goals, and revisit them throughout the process to ensure they remain relevant and meaningful for everyone involved.
Where to Begin
Are you curious to see where you sit on this Rubric? Use it as a self-assessment to help you determine your personal level of understanding of where you sit on the UDL continuum. It gives you an idea of the next steps as an RTLB and how to include UDL concepts in your everyday mahi.
ASSESS READINESS
Researchers describe readiness as a “developmental point in which a person, organisiation, or system has the capacity and willingness to engage in a particular activity.” (Fixen, Blase, Horner, & Sugai, 2009, cited in Ralabate & Berquist, 2020, p. 54)
When you are sitting alongside a teacher or school leader, collaboratively reflect upon what’s actually happening, think about the systems already in place, and what you need to consider in regard to the supports or barriers to using UDL.
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Consider current thinking, ie where does the team sit in relation to inclusion, their willingness for growth, and what knowledge do you/team have regarding UDL?
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Investigate system capacity ie: is there support from your leadership team? What will the assessment look like? What does tech look like in your setting eg: 1:1, 1:small group
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Needs related - strategies and tools that could potentially support learner’s needs
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Critical elements - support/barriers ie: the individual’s confidence in using and accessing technology, team approach, flexible approach to managed timelines
This Google Doc is designed to facilitate an initial exploration of the needs of the students within your context in relation to UDL.
In addition to directly approaching individuals and asking them to join your UDL journey, you can also identify potential core UDL willingness by using a 3-2-1 interview process.
The UDL-SICC has two main goals: (1) provide a roadmap for school communities working toward school-level UDL implementation; (2) recognize the accomplishments of school communities who use the UDL framework to design equitable teaching and learning opportunities with fidelity.
This editable Google Doc provides a road map for School Implementation of UDL.
This questionnaire serves as a dual-purpose tool for both assessing and facilitating learning. It can be utilised as a formative assessment to gauge your starting point in Dive Into UDL. It can also be used as a reflective tool to examine your developing comprehension of UDL
Using SD is a way to assess willingness and interest. It is a communication process that utilises a systematic and organised approach to conversation. It is particularly useful in situations where participants come from diverse backgrounds, have varying perspectives, and need to work together.
This UDL Readiness Rubric is designed to support schools self-assess readiness for implementing a Universal Design for Learning.
INVESTIGATE UDL
Learning as much as you can about the UDL framework will enable you to effectively support team members. It is important that the team can learn about UDL in a variety of ways.
This section aims to provide you with multiple ways to further explore UDL.
The document highlights how Irish education has become more inclusive over the past decade. It provides examples of UDL in the use of learning outcomes, flexible pathways, and classroom-based assessments, and describes UDL's three principles.
This video explores the implementation of UDL at Karori Normal School, Wellington, with insights from the Senior Leadership Team.
This is a podcast series where researchers share their findings about the implementation, the impact, and their investigations of the Universal Design for Learning framework.
In this video, PhD student Shelley Moore explores inclusive education in Canadian classrooms through the analogy of bowling. It’s quick, to the point and really useful when engaging with Secondary Teachers!
This slideshow can be used as a way to introduce staff to Universal Design for Learning. It includes short videos, questions to prompt discussions, the three principles of UDL, and what UDL might look like in practice.
This simple infographic visually addresses the question 'What is UDL?' and provides an easy and accessible way to share the theory concept of UDL with others.
BUILD AWARENESS
To build awareness, it is important that right from the beginning you focus on ‘who, what, why, and how.’
‘Who’ - Identify the key people on your team. Include people who can make decisions about funding, staffing, and professional learning opportunities.
‘What’ - Consider what the team needs to know about UDL and how it will be implemented in their space.
‘Why’ - Define ‘why’ the team is considering UDL. Is it as a solution to current problems or a system-wide shift in practice?
‘How’ - Define how you can effectively support the team
Throughout your UDL journey, you and your team may experience some roadblocks. Here are some tools that may support you.
This Google Doc is support the identification of strengths and resoucres, and barriers and challenges in relation to the planning for, and implementation of, UDL within your context.
The GROW Model is a popular coaching and mentoring tool that helps individuals set goals, assess their current reality, explore options, and create an action plan to achieve their objectives. It consists of 4 parts: establish the goal, examine the current reality, explore the options, and establish the will.
Use this editable Google Doc to support you and your colleagues set up a UDL team in your context.
Beginning with a short TedTalk with Todd Rose, explore and record your own learning preferences as a teacher.
A SWOT analysis is a framework that can be used to help teachers/schools identify their strengths, weaknesses, opportunities, and threats. It can be an effective tool to plan the next steps, particularly when the individual/team is experiencing a roadblock on their UDL journey.
NEXT STEPS
At this phase, here are some guiding questions that may direct your next step:
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Who else is engaged in UDL? What can I learn from/with them?
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Why do you view UDL as a transformative tool?
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What benefits do you see and what is causing you concern?
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In the past, what strategies have you used to raise awareness about new initiatives.? What would you like to avoid this time?
Ralibate, K & Berquist, E (2020). Your UDL Journey: A systems approach to transforming instruction. CAST