Universal design and differentiated instruction

I've come across a number of people in the PDPP program who are concerned that we're not learning anything practical in the way of differentiated instruction (at least, not yet). So it's kind of ironic (not to mention frustrating) that we hear so many comments from our profs about the importance of accessibility, flexibility, and differentiated approaches. If these issues are so important, can someone please give us some more information?!

A few students have suggested that they might be providing us with in-depth information and practical strategies on this topic in ED-D 420. Let’s keep our fingers crossed!



Until then, I suppose this might be one of those "opportunities" for us to seek out answers and learn on our own. But let's be realistic: between our program requirements and personal lives and families and jobs... who has the time? I’m fortunate enough to work for the Learning and Teaching Centre here on campus, and I was involved in distributing a booklet the LTC published called Universal Instructional Design.

Universal design aims to create environments that are accessible and effective for everyone, rather than specifically for those with disabilities. It’s an inclusive concept that can be applied in architecture, activities, and social interactions. The principles of universal design help us design buildings and societies differently, in the hopes that people with a full range of abilities and disabilities will be able to exercise the same degree of freedom.



Universal design in learning (UDL) is the topic of a book by Dr. Ruthanne Tobin of UVic’s Department of Curriculum and Instruction. I believe her book in still in press, but a draft chapter discussing the relationship between universal design and differentiated instruction can be found online:

Link to Tobin: Chapter 3

Hopefully this might provide some answers and ideas...? If nothing else, I think it’s worth skimming. I’ve also included a few interesting links if anyone is interested…



References



Tobin, R. (In press). Differentiation: Respectful Responses to Diverse Literacy Learners. In M.C. Courtland & T. Gambell (Eds.) Young Adolescents Meet Literature: Intersections for Learning.


Learning and Teaching Centre
http://www.ltc.uvic.ca/

Access UVic
http://www.accessuvic.ca/index.html

National Education Association of Disabled Students

http://www.neads.ca/

Inclusion International (see section on Inclusive Education)

http://www.inclusion-international.org/