5. Conclusion, Additional Resources, Credits, and Contact

Conclusion

You have almost reached the end of this module! This module has introduced you to UDL’s three principles and guidelines for each principle. You can review these at the UDL Guidelines Links to an external site. by CAST.

Trying to implement all these guidelines can be overwhelming. Here are some suggestions for you to remember as you start implementing what you have learned in this module:

  • You do not need to change everything in your course all at once. You can redesign your course and classroom practice gradually based on your priorities and available resources.
  • Even one small change that you make for a certain group of students (e.g., using a video with closed captions for students with hearing disabilities) can actually benefit more students (e.g., students who do not use English as their primary language, students who need to watch the video in a noisy environment).
  • Proactively design your course with flexibility and options based on the assumption that your students have diverse learning needs. Making retroactive changes or individual accommodations can take you more time and work.

 

Additional Resources

  • What is Accessibility?

 Why Accessibility Matters

    • In this short video, Ernie Perez explains how incorporating accessibility and universal design principles into your course is good for all students.

    • The importance of Accessibility: A Faculty’s Perspective

Articles

  • Ableser, J., & Moore, C. (2018, September 10). Universal Design for Learning and Digital Accessibility: Compatible Partners or a Conflicted Marriage? EDUCAUSEreview. https://er.educause.edu/articles/2018/9/universal-design-for-learning-and-digital-accessibility-compatible-partners-or-a-conflicted-marriage
  • Chita-Tegmark, M., Gravel, J. W., De Lourdes, M., Serpa, B., Domings, Y., & Rose, D. H. (2011). Using the Universal Design for Learning framework to support culturally diverse learners. The Journal of Education, 192(1), 17–22.
  • Dean, T., Lee-Post, A., & Hapke, H. (2017). Universal Design for Learning in teaching large lecture classes. Journal of Marketing Education, 39(1), 5–16. https://doi.org/10.1177/0273475316662104
  • Hanesworth, P., Bracken, S., & Elkington, S. (2018). A typology for a social justice approach to assessment: Learning from universal design and culturally sustaining pedagogy. Teaching in Higher Education, 0(0), 1–17. https://doi.org/10.1080/13562517.2018.1465405 Links to an external site.

Articles on UDL & Brain Networks:

  • Barsalou, L.W., Breazeal, C., & Smith, L.B. 2007. “Cognition as Coordinated Non-cognition.” Cognitive Processing. Vol. 8, No. 2.
  • Goldberg, E. 2001. The Executive Brain: Frontal Lobes and the Civilized Mind. New York, NY: Oxford.Cytowic, R.E. 1996. The Neurological Side of Neuropsychology. Cambridge, MA: MIT Press.
  • Luria, A.R. 1973. The Working Brain. New York, NY: Basic Books.
  • Rosenzweig, M.R., Breedlove, S.M., & Watson, N.V. 2005. Biological Psychology: An Introduction to Behavioral and Cognitive Neuroscience, 4th ed. Sunderland, MA: Sinauer Associates.
  • Sanguineti, V.R. 2007. The Rosetta Stone of the Human Mind: Three Languages to Integrate Neurobiology and Psychology. New York, NY: Springer.

 

Credits and Contact

This module was created by Afsaneh Sharif, Hanae Tsukada, and Marie Krbavac at the Centre for Teaching, Learning and Technology (CTLT) at the University of British Columbia (UBC).  

Please contact gaa.teachinglearning@equity.ubc.ca with any comments or questions.

We would like to acknowledge and thank following individuals at UBC for kindly reviewing early iterations of this module and sharing their feedback.

  • Christina Hendricks, CTLT
  • Hélène Frohard-Dourlent, the Equity & Inclusion Office
  • Janet Mee, Director, the Centre for Accessibility
  • Jennifer Gagnon, the Department of Political Science
  • Jennifer Katz, the Department of Educational Counseling and Psychology, and Special Education
  • Laila Ferreira, the Faculty of Arts
  • Meghan Allen, the Department of Computer Science