Conferencia inaugural: "Diseño Universal de Aprendizaje, de la teoría a la práctica"(Coral Elizondo)

Introduction to Universal Design for Learning

Acknowledgment and Overview

• The speaker expresses gratitude to the National Open University, particularly to Zuleima, for the invitation to the Third Virtual Congress on Education.

• The presentation will focus on Universal Design for Learning (UDL), structured into three main blocks: what UDL is, its implications in education, and its application in classrooms.

Understanding Universal Design for Learning

Key Concepts of UDL

• UDL is based on three fundamental concepts: barriers, human variability, and high expectations for expert learning.

• Barriers are often perceived as individual limitations; however, they stem from design flaws in educational planning.

Identifying Barriers

• Barriers exist across all learning contexts and can be eliminated once identified. Anticipating these barriers is crucial for effective teaching.

• Educators must recognize potential barriers within objectives, evaluation criteria, activities, materials, methodologies, and assessments.

Designing Inclusive Learning Environments

Strategies for Overcoming Barriers

• Teachers should create flexible and multi-level activities that allow all students to participate effectively.

• Open participatory methodologies encourage peer support among students while teachers facilitate learning through modeling and questioning.

Focus on Curriculum Planning

• In lesson planning, it’s essential to integrate UDL principles by identifying barriers during the design phase rather than adding a separate section later.

Exploring Human Variability in Learning

Neuroeducation Insights

• The second key concept relates to neuroeducation; every brain is unique. This perspective shifts focus from different capabilities to diverse cognitive processing styles.

• The term "neurodiversity" emerged in the late 1990s as a social justice movement advocating equality among individuals with varying cognitive processes.

High Expectations in Learning

Expert Learners Framework

• UDL promotes high expectations by fostering expert learners who are motivated strategists. It emphasizes providing necessary supports progressively.

Constructing Knowledge Through Support

• UDL facilitates knowledge construction by offering scaffolding—support mechanisms that help students advance from their current knowledge level towards higher understanding.

Conceptual Framework of UDL

• Jennifer Levin defines UDL as an educational framework grounded in evidence that guides educators in designing inclusive curricula and flexible environments.

Understanding Universal Design for Learning

Concept of Variability in Human Learning

• The speaker emphasizes that human variability is the norm, not the exception, advocating for expert learning approaches for all.

• Universal Design for Learning (UDL) is defined as an educational framework aimed at minimizing barriers to maximize learning opportunities.

Principles and Framework of UDL

• UDL consists of three principles identified by colors:

• Green represents affective networks (limbic system).

• Eggplant color corresponds to recognition networks (occipital, temporal, parietal areas).

• Blue signifies strategic networks (frontal lobe).

• The brain functions holistically with interconnected neurons and neurotransmitters, which are crucial in understanding UDL's application.

Implementation of UDL Guidelines

• Implementing UDL does not require a strict checklist; rather, it involves using guidelines as suggestions tailored to specific learning objectives.

• Learning objectives act like a GPS guiding educators on how to mix and match different strategies from the nine guidelines.

Planning and Accessibility in Education

• The speaker discusses planning lessons from accessibility first, then knowledge construction, followed by internalization.

• Emphasis is placed on presenting information accessibly while ensuring student engagement through various options.

Constructing Knowledge Collaboratively

• A socioconstructivist approach ensures students actively participate in knowledge construction with effective feedback from teachers.

• Collaboration and dialogic methodologies are highlighted as essential for clarifying vocabulary and supporting student expression.

Metacognition and Self-Regulation

• Internalization involves metacognitive work where students learn self-regulation and reflection on their learning processes.

The Shift Towards Inclusive Education Models

Paradigm Shift in Understanding Disability

• The social model highlights societal barriers rather than individual limitations regarding disability.

Evolution of Educational Models

• The diversity model introduced in 2006 transcends the capacity-disability dichotomy, recognizing all types of functioning as valid within educational settings.

Adapting Education Systems

• UDL promotes adapting educational systems to accommodate diverse learners instead of expecting individuals to conform to a standard.

Understanding Universal Design for Learning (UDL)

The Concept of UDL in Education

• The discussion begins with the importance of understanding where UDL fits within the context of a learner's competencies, skills, strengths, and characteristics against educational barriers and demands.

• UDL intervenes by providing supports to prevent mismatches between student capabilities and educational demands, emphasizing personalized learning and expert learning.

• Students are portrayed as active participants in their own learning journey, becoming self-regulated learners who take charge of their education.

Roles of Educators and Students

• The educator's role is to adjust the type and intensity of support provided to students, ensuring that they can engage effectively with the material.

Case Study: Neymar

Understanding Barriers in Learning

• Neymar is introduced as a child with ADHD traits; common perceptions focus on his impulsivity rather than addressing how lesson design can accommodate his needs.

• Emphasizing that barriers lie not within the individual but in the design itself shifts focus towards creating lessons that do not require prolonged stillness from students like Neymar.

Strategies for Engagement

• Effective strategies include short, varied activities allowing movement while maintaining engagement through visual supports and clear objectives.

• Continuous feedback is essential for supporting Neymar’s learning process; clarity in vocabulary and expression methods must be prioritized.

Case Study: María Elena

Focusing on Strengths

• María Elena has Down syndrome; traditional views may label her as clumsy or slow. However, recognizing her expressive communication style helps tailor interventions effectively.

Tailored Educational Approaches

• Strategies involve using visual aids, respecting cognitive processing times, and employing manipulatives to enhance her learning experience.

Case Study: Leo

Communication Rights

• Leo is non-verbal; instead of viewing this as a limitation, it’s crucial to recognize communication as a right. Opportunities must be created for him to express himself effectively.

Teaching Communication to Non-Verbal Individuals

Strategies for Teaching Non-Verbal Students

• Teaching communication skills to non-verbal individuals is a significant challenge for educators. It’s essential to recognize that being unable to speak does not equate to having nothing to express.

• Utilizing visual supports and alternative communication methods is crucial. This includes working with manipulatives, natural language support, and augmentative and alternative communication systems.

• Emphasis on learning how to learn and developing executive functions is vital. The approaches of educators like Neymar, María Elena, and Leo enhance the learning experience for all students.

• Understanding each student's unique characteristics—strengths, challenges, needs—is fundamental in minimizing academic barriers. This knowledge helps tailor educational strategies effectively.

• A linked guide provides resources aimed at reaching all students, including evidence-based practices from CAST's Universal Design for Learning (UDL). Additional links lead to blogs discussing diversity models and quality of life concepts.

Conclusion and Resources

• The speaker expresses gratitude for the opportunity to share insights on universal design for learning. They provide links to their website featuring open-access videos on UDL principles.