4 Matching Annotations
  1. Dec 2021
    1. Taken together, the Guidelines lead to the ultimate goal of UDL: to develop “expert learners” who are, each in their own way, resourceful and knowledgeable, strategic and goal-directed, purposeful and motivated.

      What are expert learners? how do we describe them? what do you think an expert learner is, or does ? Is there anyone who cannot become an expert learner?

    1. 10 Cultivating Change for Inclusive Practice: Creating a Community of Learners By Lisa Mauro-Bracken, Head of Department Health and Well-being; School of Allied Health and Community This case study illustrates an innovative, department-wide approach to learning and professional development of staff. Higher Education encounters increasing numbers of students from diverse linguistic, cultural and ethnic backgrounds requiring personalised learning (V1; V2). To cultivate a ‘new’ inclusive culture within the Department of Health and Well-being, I organised a workshop introducing Universal Design for Learning (UDL) as part of a team away day (K5). UDL is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn (CAST, 2019). The UDL framework supports inclusive practice and relies on multiple means of: ‘engagement,’ ‘representation’ and ‘action and expression.’ In other words, a focus on personalised learning and meaningful choice to ensure all students can access the curriculum in a way that develops their strengths. To embed this approach within the department, I delivered workshops on implementing University of Worcester’s Inclusive Assessment Policy. This was implemented using Technology Enhanced Learning and Blackboard in an inclusive way and auditing module resources using de Montfort University’s UDL self-assessment checklist. This proved to be an effective reflective tool to further inform learning, teaching and assessment (Bracken, 2019; Moriarty and Scarffe, 2019). The values underpinning our department are student-focused and this was reflected in our approach of implementing new ideas, as it required staff and student involvement and regular consultation with students about inclusive design for learning. Staff enthusiasm for the innovative approach was balanced against accepting a response of hesitancy and fear of change (Dasborough, Lamb and Suseno, 2015). However, one colleague stated ‘UDL allows me... [to] reflect, listen, change my pedagogical approach...getting input from colleagues and feel safe[ty] in questioning

      Current practice in UK on UDL- updated references and useful publication linked to HEA accreditation

    1. Internationally, students with disabilities also have policy protections. Specifically, the Salamanca Statement cited a ‘necessity and urgency’ of providing students with a disability access to the regular education system (UNESCO 1994UNESCO. 1994. The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNES. [Google Scholar], viii). When the statement was issued, a few countries already had policies articulating the rights of students with disabilities in educational settings (de Bruin 2019de Bruin, K. 2019. “The Impact of Inclusive Education Reforms on Students with Disability: An International Comparison.” International Journal of Inclusive Education 23 (7–8): 811–826. doi:10.1080/13603116.2019.1623327. [Taylor & Francis Online], [Web of Science ®], [Google Scholar]). Later, additional countries have clarified and amended their respective laws to align with the Convention on the Rights of Persons with Disabilities (United Nations 2006United Nations. 2006. “Convention on the Rights of Persons with Disabilities.” https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html [Google Scholar]). Thus, the need to invest in learning to teach students with disabilities is becoming more important internationally because of compliance issues and because there are more students with disabilities in these spaces who are paying for and deserve an education.

      recognise the international protections.

    2. In this study, we drew on sociocultural notions of agency – where individual actions are entwined with community goals. A community is comprised of people with shared and individual goals, in their environments, in the midst of a historical context (Wenger 1998Wenger, E. 1998. Communities of Practice: Learning, Meaning, and Identity. New York, NY: Cambridge University Press. [Crossref], [Google Scholar]). Due to this web of relationships with people, environment, and history, people do not act autonomously, but according to possibilities within the community. Such possibilities for agency are negotiated over time; actions that strengthen ties to the community constitute investments in the self that in turn, have outcomes for the community as well (Peirce 1995Peirce, B. N. 1995. “Social Identity, Investment, and Language Learning.” TESOL Quarterly 29: 9–31. doi:10.2307/3587803. [Crossref], [Web of Science ®], [Google Scholar]). The financial metaphor in using the word investment is critical – it connotes spent effort that yields dividends. These dividends emerge immediately and over time.

      This helps me consider communities of practice, and unpacking the relational aspects - agency within a context, not autonomous, informed by the context and others. Is there a tension with "groupthink", how to value the diversity in a group, and build stronger not weaker, not defaulting or regressing to a mean?. How do we build a group to be more than the sum of the parts. how does the community work to enhance practice.