UNIVERSAL DESIGN FOR LEARNING IN HIGHER EDUCATION:HOW TO IMPLEMENT?

Support Centre for Inclusive Higher Education (SIHO) BELGIUM

Katrien De Munck & Meggie Verstichele

WHO ARE YOU?

CONTENT

1. Context of SIHO

2. UDL- principles

3. How to start?

4. How to seduce?

5. How to sustain?

1. CONTEXT OF SIHO

WHERE IS THE STUDENT ?

2. UDL-PRINCIPLES

2.1 UNIVERSAL DESIGNIs our fysical environment

accessible?

2.2 UNIVERSAL DESIGN FOR LEARNING

Is our learning environment

accessible?

2.3 UD & UDL

10

UD UDLFysical environment Learning environment

Fysical barriers Educational barriers

Proactive Proactive

Retrofitting

= expensive / difficult

Adjustments

= time-consuming / difficult

2.4 UDL-FUNDAMENTS: NEUROLOGICAL BASIS3 inter-related networks (Rose, Meyer, Hitchcock,

2005):Recognition

networkAffective network Strategical

network

What? Why? How?

Recognition and intake of information

Evaluation and setting priorities

Planning, executing and monitoring

2.5 FROM NEUROLOGY TO PRINCIPLESUDL-Principles for effective teaching

Recognition network

Strategical network

Affective network

Principle 1:

Offer informatio

n

Principle 2:

Action & expressio

n

Principle 3:

Engagement

3. HOW TO START?

3.1 GETTING INSPIRED

www.cast.org

http://udlonline.cast.org/home

3.2 INSPIRING HIGHER EDUCATION

UDL on the agenda in several occasions:

- events

- presentations

- newsletter and website

- …

- UDL-day with CAST

4. HOW TO SEDUCE?

HOW TO SEDUCE?

- giving concrete tips and relating it to all aspects of inclusion in higher education

- giving information about UDL in different ways

lectures, newsletters, presentation, training, academic and applied, referring to the UN-convention

developing a new website www.siho.be/udl

5. HOW TO SUSTAIN?

HOW TO SUSTAIN?

- engaging people in different waysCoachingICT-connectionICT-workshopsIntensive training-daysUDL-cartoon-contest

5.1 UDL-COACHING: HANDS-ON - if you could find 5 volunteers

- out of different contexts

- to apply UDL in their work

- name 1 thing that you teach which is going very well

- name 1 thing that you teach which is more difficult

UDL- COACHING

- For who?

- 4 coaching- moments:1. Theory and brainwriting2. UDL and course material3. UDL and ICT4. UDL and evaluation

5.2 ICT-CONNECTION

5.3 MULTIPLYING

- intensive trainingdays

- train the trainer (within coaching)

- monitoring coaching

- UDL-projects @ single institutions

DARE TO DREAM !

October 2011:

Idea 5 volunteers

March 2013:

> 70 in coaching

+ intensive days (60)

+ workshops

6. UDL-FACTS

6.1 WHAT IS UDL NOT?

• measures for a few students

• minimizing the goals or expectations

• a ‘magic tric’ or ‘fix’ for all students

• one prescribed formula

6.2 WHAT ARE THE ADVANTAGES OF UDL?

• Proactive way of working

• reaching all students, reaching a diverse audience

• offers tools to reflect about our way of teaching

Thank you for your attention!

Contact details:Katrien.de.munck@siho.beMeggie.Verstichele@siho.beinfo@siho.bewww.siho.be and find us on