During this highly interactive conversation, participants will explore how traditional inclusion-related barriers can instead become opportunities for innovation. Facilitators will model what they preach.
Those interested in increasing their leadership acuity view barriers as opportunities for innovation. We, too, as educators are faced with similar openings when negotiating perceived institutional obstacles that may limit equal access to high quality educational experiences for students. Though Dweck's (2012) work on mindset is widely known for the expansive ways we can have learners improve their outcomes, the same is true for organizations. A growth mindset allows educators the chance to view organizational challenges as an opportunity to learn new strategies, and to realize that even difficult obstacles have the ability to be overcome- if they are willing to put forth the appropriate amount of time and effort.
This conversation aims to reshape how we view inclusion related barriers for the diversity of learners in higher education today. It will also showcase innovative ways to alleviate them by infusing Universal Design for Learning (UDL) principles into a range of educational contexts and services. UDL provides a framework for proactive inclusion as an alternative to traditional reactive accommodations of individuals with disabilities. It has been defined in the Higher Education Opportunity Act of 2008 as a scientifically valid framework for guiding educational practices that are flexible, reduce barriers, and provide appropriate accommodations while at the same time serving a diversity of learners. UDL broadens concepts of diversity to broader, brain-based models that are shared by all people. UDL scholars have identified three "networks" of the brain as critical to learning: recognition (the "what" of learning), strategic (the "how" of learning), and affective (the "why" of learning). UDL principles and implementation models are based on these brain-based networks: Student recognition is accommodated most effectively when teachers provide multiple means by which students experience and acquire information and ideas. The strategic network engages learners in multiple means of organizing and expressing what they are in the process of learning; i.e. is stimulated when student learning is assessed in a variety of ways. To best meet the needs of the affective network, UDL asserts that teachers need to provide multiple means of engagement with content (CAST, 2011; Hall et al., 2012).
In addition to instruction, UDL principles have been applied to a range of educational contexts and university services, such as information technology, campus design, student services, marketing, and so on (Burgstahler 2008). Regarding diversity and access, advances in assistive technology for instance have often played a major role in easing educational barriers. In addition, universities have leveraged new educational technologies to meet the needs of a greater range of learners, for example in online education.
Those who participate in this session will:
Discuss reasons for incorporating UDL in Higher Ed;
Use the UDL framework to identify ways to reach a diverse range of leader needs with instructional technology.; and
Brainstorm strategies for applying UDL principles in their own practices.
During this session we are intentionally deviating from the traditional round-table format that only leaves space for one mode of learning. Instead, we are choosing to shape the conversations in a way that stimulates participants on a range of levels --- in true UDL fashion. In doing so, we will employ a few activities with participants to generate discussion around. Further, we will to examine how technology can be used as value added when seeking innovative campus-wide educational solutions.
References
Burgstahler, S. E. (2008). Universal Design in Higher Education. In S. Burgstahler & R. Cory (Eds.), Universal Design in Higher Education: From Principles to Practice, 3-20. Cambridge, MA: Harvard Education Press.
CAST. (2011). Universal design for learning guidelines version Wakefield: MA.
Carey, M.A. (1994). The group effect in focus groups: Planning, implementing, and interpreting focus group research. In J. Morse (Ed.), Critical issues in qualitative research methods, 225-241. Thousand Oaks, CA: Sage
Dweck, C. (2012). Mindset: How you can fulfil your potential. Hachette UK.
Hall, T. E., Meyer, A., & Rose, D. H. (Eds.). (2012). Universal Design for Learning in the Classroom: Practical Applications. Guilford Press.