A kaiako asks you for support to meet diverse learner needs in their learning environment. What frameworks or strategies do you offer to support them?
Universal Design for Learning (UDL) is a useful tool LSCs can use to respond to requests for support.
Suzi Gould, a facilitator for Grow Waitaha, led an interactive workshop that inspired learning support leaders to explore the Universal Design for Learning framework.
Suzi invited leaders to look at the three key concepts of UDL:
- Plan for predictable variability.
- Seek diversity and offer solutions to everyone.
- Know your learners and use the knowledge.
Suzi shared a well-known whakataukī that helps us to think about learner diversity and variability:
E koekoe te tūī, e ketekete te kākā, e kūkū te kererū.
The tūī sings, the kākā chatters, the kererū coos.
What learners bring to the table, what they’re interested in, and what works well for learners are all useful information to bring to our professional practice.
Suzi says, “Deliberate design doesn't just happen by accident,” using the visual design of the famous London Underground tube in England to understand that universal design doesn’t just exist in education.
Suzi shared a TED talk, Todd Rose: Variability Matters | Circlvideos(YouTube). In this video, Todd explores how, “Learning is way more variable than a lot of people assume and that understanding that variability is critical”.
To deepen understanding of how to plan for predictable variability and inclusive education, Suzi prompted leaders to read the introduction of Dr Shelley Moore’s book, “One Without the Other: Stories of Unity Through Diversity and Inclusion” and share three immediate thoughts in response.
If you haven’t come across Dr. Shelley Moore, from Canada, she is an accomplished teacher, researcher, consultant, and storyteller who is dedicated to championing inclusive education for all students. In this video, Shifting to Strength-Based and Inclusive IEPeas, Dr. Moore shares useful tips and strategies to build a strengths-based approach, and how to focus IEPs on strengths with instructions for care and best conditions for growth.
Suzi shared three easy ways for LSCs to support overloaded kaiako to use UDL:
- Think like a learner: When planning for your class, through your UDL lens, think about what it might be like for learners with hearing or vision limitations, or learners who find reading or writing a challenge. How about asking them for suggestions? For example, many learners struggle to present live to an audience. You could suggest they make a video, which enables multiple takes and reviews, and the facility to replay and re-publish.
- Empower your learners: Learners can help themselves with the right tools and environment. Use free apps to help with reading and writing. Provide choice boards.
- Leverage digital technologies: The tools are out there already. Keep adding to your kete. Repurpose. Learn, create, collaborate, and share.
“Very practical and linked to research. I can use this tomorrow,” says one LSC.
