Universal Design for Learning
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Grand Canyon University *
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Communications
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Jan 9, 2024
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Universal Design for Learning
Ebony Raglin
SPD-558-O500 Moderate to Severe: Care, Collaboration, and Communication
Professor Temple Crutchfield
November 22, 2023
The lesson design prioritizes inclusivity, engagement, and Universal Design for Learning
principles, using strategies like Differentiated Instruction and Gradual Release of Responsibility.
It applies mathematical process standards, extends knowledge through visual representations,
and caters to diverse learning needs.
In the context of cooking spaghetti, this strategy ensures that each student can actively
participate in the cooking process, regardless of their abilities. Tomlinson and Allan (2000)
emphasize the importance of differentiation in addressing a variety of learning styles and
adapting content to meet the needs of all students. One of the foundational strategies employed
was task analysis, breaking down the complex process of cooking spaghetti into manageable
steps. This approach, supported by scholars such as Cooper, Heron, and Heward (2007), was
instrumental in ensuring that each student, regardless of ability, could comprehend and execute
the tasks successfully. The step-by-step breakdown facilitated a clearer understanding of the
cooking process, contributing to a more meaningful learning experience.
Collaborative learning emerged as a powerful strategy, aligning with Vygotsky's Social
Development Theory (1978). Assigning specific duties to each participant not only facilitated the
division of labor but also created a supportive environment where students could learn from one
another. This collaborative approach promoted teamwork, communication, and the sharing of
skills, enriching the overall learning experience.
The principles of UDL played a pivotal role in designing an accessible and engaging
lesson. Multiple means of representation were employed to cater to diverse learning styles.
Visual aids, verbal explanations, and hands-on demonstrations provided a range of options for
students to grasp information effectively. This aligns with the UDL principle of ensuring that
information is presented in various ways to accommodate the variability of learners (CAST,
2018).
The incorporation of multiple means of engagement, such as allowing students to choose
their roles during the cooking process, promoted autonomy and increased motivation. This
choice-based approach, in line with the UDL principle of providing options for engagement
(Rose & Meyer, 2002), recognized and valued the individual interests and strengths of each
student.
Accessibility was addressed through visual supports, adapted equipment, and sensory
considerations. Pictorial instructions enhanced understanding, particularly for students with
cognitive disabilities, aligning with the principles of universal design (Burgstahler, 2015).
Adapting the kitchen environment with tools and utensils that accommodated physical
disabilities ensured that all students could actively participate in the hands-on learning
experience.
To create an engaging, developmentally appropriate, and accessible cooking lesson for all
students, including those with moderate to severe disabilities, a deliberate integration of the
chosen evidence-based instructional strategies, Universal Design for Learning principles, and
accessibility considerations was made. The approach's several goals were to support inclusive
and enriching learning environments and cater to a range of learning demands. To sum up, the
lesson on preparing spaghetti demonstrated the value of using research-based teaching methods
and Universal Design for Learning (UDL) principles to create a welcoming and stimulating
learning environment. The lesson sought to empower students by purposefully catering to a
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range of learning requirements and offering several modes of comprehension and expression.
This not only fostered mathematics skills but also life skills that are necessary for daily tasks.
References
Tomlinson, C. A. (2000). Reconcilable Differences: Standards-Based Teaching and
Differentiation.
ASCD.https://esblogin.k12albemarle.org/attachments/7b8c23a2-1dd0-4aab-943f-d417df093124.
pdf
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied Behavior Analysis. Pearson.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.
Harvard University Press.
CAST. (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from
http://udlguidelines.cast.org
Burgstahler, S. (2015). Universal Design in Higher Education: From Principles to Practice.
Harvard Education Press.