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QUESTION: Students in my classroom have so many backgrounds, abilities, language skills, and learning styles. How can I ever develop a teaching style that works for everyone?
ANSWER:
I‘m so glad you asked! This question likely applies to the majority of instructors on campus. By following the principles of universal design for learning, most of the diversity-related challenges in teaching can be addressed. Universal design for learning means designing instructional materials and activities that make the learning goals achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember. It is achieved by offering flexible curricular plans that provide alternatives for students with different abilities. Universal design principles apply to lectures, discussions, group work, handouts, web-based instruction, fieldwork, and other academic activities.
Below are examples of instructional methods that employ principles of universal design. Applying these strategies can make your course content accessible to people with a wide range of abilities and disabilities, ethnic backgrounds, language skills, and learning styles.
- Class Climate. Adopt practices that reflect the high value placed on both diversity and inclusiveness. Example: Put a statement on your syllabus inviting students to meet with you to discuss disability-related accommodations and other special learning needs.
- Physical Access, Usability, and Safety. Assure that activities, materials, and equipment are physically accessible to and usable by all students (including online technology) and that all potential student characteristics are addressed in safety considerations. Examples: Write in class in large print, and in a location viewable from a variety of angles; repeat printed directions and information orally.
- Delivery Methods. Use multiple accessible instructional methods. Example: Use multiple modes to de-liver content and motivate and engage students consider lectures, collaborative learning options, hands-on activities, Internet-based communications, educational software, field work, etc.
- Information Resources. Assure that course materials, notes, and other information resources are flexible and accessible to all students. Example: Choose printed materials and prepare a syllabus early to allow students the option of beginning to read materials and work on assignments before the class begins and to allow adequate time to arrange for alternate formats, such as books on tape.
- Interaction. Encourage effective interactions between students and between students and the instructor and assure that communication methods are accessible to all participants. Example: Assign group work for which learners must support each other and that places a high value on different skills and roles.
- Feedback. Provide specific feedback on a regular basis. Example: Allow students to turn in parts of large projects for feedback before the final project is due.
- Assessment. Regularly assess student progress using multiple, accessible methods and tools and ad-just instruction accordingly. Example: Assess group/cooperative performance as well as individual achievement.
- Accommodation. Plan for accommodations for students for whom the instructional design does not meet their needs. Example: Know how to get materials in alternate formats and arrange for other accommodations for students with disabilities.
Employing universal design principles in instruction does not eliminate the need for specific accommodations for students with disabilities. There will always be the need for some specific accommodations, such as sign language interpreters for students who are deaf. However, applying universal design concepts in course planning will assure full access to the content for most students, minimize the need for specific accommodations, and address the variety of learning styles of your students.
