UDL Reflection

Educators will almost always be faced with a classroom that will include students who struggle to learn for any number of reasons. These reasons may include one (or a combination of) the following: learning disabilities, language barriers (i.e. ESL), behavioral problems, psychological issues, lack of interest/boredom, physical disabilities, and sensory limitations. Regardless of what the individual barrier(s) may be, teachers and educational administrators  should all share a willingness and desire to help students succeed. There is no one-size-fits-all approach to education that works. How can teachers and administrators respond to individual differences in a holistic way?

This is where Universal Design for Learning (UDL) comes in, and teachers and administrators should always consider UDL principles in the design of educational environments.

Broadly, UDL calls for:

• Multiple means of representation, to give learners various ways of acquiring information and knowledge,
• Multiple means of action and expression, to provide learners alternatives for demonstrating what they know,
• Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.

As a higher education administrator, I am impressed by how much UDL covers in understanding what one must consider when designing educational environments. It requires flexible goals, methods, materials, and assessments that accommodate learner differences. It is important to consider individual student barriers and create lesson plans that allow each student to participate in the learning experience free from any roadblocks. Educational lessons/plans that accommodate individual student needs must be anticipated and created prior to and not after the learning experience. Hopefully, as a result, students are then afforded various types of opportunities and learning experiences that can increase self-confidence and enhance the quality of education for everyone.

UD and The Basement Ramp

On quick glance (and use) there are a few of the UD principles that are not exemplified with this ramp:

• Equitable use: the wheelchair bound person may make it through OK, but the person in a walker or crutches may not fair well.
• Tolerance for error: The design makes it very susceptible to "hazards and the adverse consequences of accidental or unintended actions."
• Low physical effort: the person who volunteers to push a wheelchair up or down this ramp has to exert much energy. Ironically, the day I took the pictures, I overheard a volunteer say "I don't know how your brother does it. I am beat!"
• Size and space for approach and use: the size of the hallway and doorways are appropriate for the one wheelchair bound parishioner. Larger and taller individuals will have trouble.

One major change I would attempt to make on this ramp would be to reduce the slope. I do doubt, although not 100% sure, that the slope of the ramp is 1:12 height to length. Another issue is the door frame by the church inner entry. It requires the wheelchair to be lifted slightly. The height is perfect for someone who is less than 5' tall. Finally, something has to be done to about the grip and surface of the slope.

Universal Design Reflection

Universal Design (UD) is an idea that originated in the field of architecture to meet the diverse needs of different users and clients. When a UD approach is applied to the creation of products and environments, access to these products and environments are broadened because inclusive features are incorporated into the design. By anticipating a variety of needs, ages, abilities and disabilities, planners can appreciate the notion of diversity as an essential part of their planning and work.

We can see many examples of environments, products, and services where UD has been applied in some way: sidewalk curb cuts (many of which are now starting to incorporated raised bumps for added friction for those scaling up or down them), TV closed captioning, electronic doors for entryways to buildings, ramps, timers and chimes at walk/don't walk signs, and many others. One of the crucial aspects of Universal Design is that its inclusive aspects benefit all users, regardless of ability.

Here's a summary of the UD Principles:

Available: http://design-dev.ncsu.edu/openjournal/index.php/redlab/article/viewFile/130/78

UD CHALLENGES... Right there in front of [me]!

View from the top - church exterior entrance

"The Basement..." That's where I go to church on Sunday's (and that's how my wife describes it). Specifically, it's Our Lady Queen of Martyr's RC Church in Inwood.

It's been two years since I've been attending OLQM and only until recently (about 3 months ago) has a ramp been installed for parishioners (who I have to assume) are wheelchair-bound. Since the install, I often was sought out to assist in carrying one particular parishioner up and down the staircase which leads to the entrance of the church, who is in a wheelchair and has a small frame (she likely weighs less than her chair and is no more than four feet tall).

Why did I chose this environment?  Well, the design is quite a spectacle (and I doubt it was cleared as ADA compliant).

View from the bottom - church interior entrance

1. The ramp is so steep, you need anti-lock breaks on your chair.

2. The floor is carpeted. No sort of surface area gives grip.

3. It's a cave as well as a basement. Anyone who is five feet tall can't get their head by that ceiling without ducking.

4. Without the sunlight, it can be on the dark side.

On a related note... My wife took this pic one morning on her way to work. Very interesting. She wrote, "Just noticed this. MTA posted this where the ramp was both steep and had no grip.")

Introduction

• Tell us about yourself and your expectations for the course.
• I have been in higher education for over ten years, serving in advising and counseling roles. Currently I am Senior Associate Director of Enrollment Service at Columbia Business School. I am a licensed social worker (LMSW - NYS) and am a graduate of Columbia's School of Social Work. I am currently in the EdM program in Instructional Technology and Media (CCTE).
• What experience and background do you bring to the class? Perhaps you'd like to include a favorite quote.
• As I mentioned above, I have over ten years of experience in higher education. I work with a range of students, primarily those considered "new-traditional" (and not "non-traditional") students, ranging in age from 18 to mid-60's
• My favorite (informally tailored to my style of speaking) quote is, "Think you can or think you can't. Either way, you're right."
• What role does technology play in your life? How comfortable are you with new technology? How would you describe your technological learning style? What do you think people need in order to learn technology well?
• I strive to advance the use and application of technology at every job I do. I am comfortable learning new technologies (although programming languages have been my thorn). I think people need to be willing to explore and make mistakes when learning technology. But there is so much fear nowadays with viruses and cyber-bullying (just to name a couple of issues), that people would rather do things the old-fashioned way.
• What reflections, insights, or connections did you think about as a result of reading our thoughts and Martinez's essay on problem-solving?
• Problem solving can involve multiple ways of achieving desired goals. Educators must consider that people use many different ways (and modes of thinking/doing) in problem-solving. Activities should try as best as possible to allow students to apply multiple strategies to solve problems. One must also be willing to make mistakes, both teacher and learner alike. If mistakes are not made (or are not tolerated), then problem-solving can never truly occur in a learning situation.