Inclusive Design

The vision of my group’s Learning Design Blueprint is to create an innovative, interactive digital children’s book that addresses the topic of racism, with a target audience of learners between the ages of 4 and 7. According to Meyer, Anne, et al. (2014), “Digital media is far more malleable than print options,” and is an effective tool that accommodates all our participants’ needs. The Universal Design for Learning (UDL) outlines three categories of barriers, followed by suggestions for preparing and accommodating each participant. The first UDL pillar is “multiple means of representation” (Meyer, Anne, et al. 2014), which indicates learners are provided with a visual, auditory, and kinesthetic pathway option throughout the storybook. Our virtual book provides learners with three pathway options to interact with the learning material to provide multiple means of representation. To assist the auditory learners from this pillar, we implemented an audio version into our slides. Similarly, visual learners are provided with multiple video resources, on top of offering various interactive hands-on activities, group discussions, and lessons for those who prefer kinesthetic education.

The second UDL pillar, “multiple means of action or expression” promotes learners to demonstrate or communicate new insights, knowledge, skills, and abilities in different manners. With the help of technology in classroom settings, educators can conduct flexible lessons, adjust assignments, and allow students to be in control and learn self-efficiently. By instructors providing learners with multiple means of actions or expressions such as visual, oral, hands-on, or written academic pedology, students can determine the most suitable form of displaying expertise. Educators recognizing and accommodating learners’ needs resolves potential barriers and promote successful academic lessons. The formative assessment establishes communication between instructors and students regarding the most suitable and effective learning design for each individual and assesses whether any adjustments are required. To demonstrate this, we included a small group discussion approach, similar to progress resorts to evaluate students’ comprehension of the material presented. Our assessment is designed for instructors to observe students’ comprehension of the information presented. The evaluation indicates how accurately the learners are processing and retaining the material, to distinguish if any adjustments are necessary.

The final UDL pillar is multiple means of engagement underpins our program’s framework, as we provide learners with a variety of pathway options to fit all learning experiences. We plan to display the material in several different interactive methods, to encourage self-efficiency from each learner and to establish their preferred method of engagement. UDL conveys high expectations and expects learners to work hard, which the closing portion of our virtual book reflects. Following the virtual activity, we requisition children to express their sentiments and key takeaways from the material, to challenge and encourage self-efficiency and learning potential.

In conclusion, our Learning Design Blueprint incorporates and follows the UDL framework’s principles, to reduce potential barriers and create an interactive, inclusive, and innovative learning environment that is universally accessible.

Right to Education – Inclusive Education, retrieved from: https://www.inclusiveeducation.ca/learn/right-to-education/

Meyer, Anne, et al. Universal Design for Learning: Theory and Practice. CAST Professional Publishing, an Imprint of CAST, Inc., 2014, UDL Theory Practice, retrieved from: udltheorypractice.cast.org/