Universal Design for Learning in Postsecondary Education: Reflections on Principles and their Application

摘要: Authored by the teaching staff of T-560: Meeting Challenge Individual Differences at Harvard Graduate School Education, this article reflects on potential applications universal design for learning (UDL) in university courses, illustrating major points with examples from T-560. The explains roots UDL cognitive neuroscience, and three principles UDL: multiple means representing information, expressing knowledge, engagement learning. authors also examine ways has influenced their course goals objectives, media materials, methods, assessment techniques, including discussion groups, lectures, textbooks, website. emphasize ongoing developmental nature as tools or guidelines postsecondary faculty, rather than a set definitive rules. is proposed way to address diversity disabilities constructs individuals environment higher education classrooms. Universal design, although well established architecture other domains, relatively new K-12 even newer education. involves designing products, buildings, environments so they can be used readily widest possible range users. Although, concept now familiar many educators, its application lags far behind built environment. We believe lag an important reality: idea transfers environment, but techniques do not. In paper, we will clarify differences between applying these two contexts, what call To illustrate some action education, describe which are faculty assistants. First, however, make distinctions terms that sometimes confused: assistive technology, Assistive technologies specifically designed assist overcoming barriers Some “low-tech” (e.g., canes, wheelchairs, eyeglasses) have been place over century, addition “high-tech” last decades often provided most dramatic impact experiences students disabilities, while capturing attention public. Examples include such devices electronic mobility switches alternative keyboards physical dis-