Week 5: UDL Research & Strategies

 

Week 5 Blog Post – UDL Connections to Lesson Plan

 

PART 1 – Article Summary & Applications

Universal Design for Learning (UDL) is a framework that aims to support the inclusion of students with intellectual disability (ID) in general educational settings by providing multiple means of representation, action, and engagement. Current research shows that UDL is applied to various interventions like adapted stories or inclusive curriculum for students with ID, focusing on interaction and knowledge gains. The studies described in this article have explored UDL application in different educational settings - preschool, elementary, and high school - using various research designs. “The principles and guidelines of UDL are a natural fit to boost inclusionary practices for all students, particularly those that are often the last to be meaningfully involved in general education outcomes.” (Rao, K., et. al., 2017, p.46). The main takeaway for me from this article included the key questions for future research, mainly focused on how UDL can be utilized to design curriculum and provide individualized supports for students with ID.

Research on effective strategies for students with Intellectual and Developmental Disabilities (ID) involves single case studies, quasi-experimental studies, and mixed methods studies integrating qualitative components. The importance lies in replicating and adapting promising practices while considering inclusive settings over segregated ones. Researchers advocate for maintaining fidelity to core components of practices while making necessary adaptations in inclusive settings. UDL serves as a framework to reduce barriers and ensure engagement for all students, allowing researchers to evaluate outcomes and adaptations effectively. Furthermore, UDL-adapted practices can be scrutinized through single case designs to establish causality and contribute to further understanding of inclusive instructional practices for students with ID within schoolwide initiatives and multi-tiered systems of support.

In the dynamic setting of a high school theatre classroom, tailored strategies rooted in Universal Design for Learning (UDL) can be instrumental in supporting students with intellectual disabilities. One effective intervention involves the adaptation of scripts and materials to accommodate individual learning needs. By customizing scripts and resources, students with disabilities can actively engage in theatre activities, enhancing their comprehension and participation during performances. Integrating technology into theatre productions can also be a valuable strategy. Utilizing tools like digital platforms for script reading, interactive elements for character development, and multimedia resources for rehearsal support can provide students with diverse ways to access and interact with theatre content, aligning with the principles of UDL. Moreover, redesigning the structure of theatre lessons to incorporate flexible pathways for student engagement and expression is crucial. By offering varied options for students to showcase their creativity and talents, such as through visual aids, role-play exercises, or alternative performance formats, all learners can have meaningful opportunities to contribute to the theatrical experience.

PART 2 – CAST Strategies for Theatre Lesson

          In designing a lesson on Psychological Gesture and Archetypal Gestures in acting, it is essential to consider the diverse learning needs and preferences of students through the lens of Universal Design for Learning (UDL). By incorporating UDL strategies in my lesson, I will be able to foster a more inclusive and engaging learning environment that caters to the varied ways in which students process information and demonstrate their understanding.

In terms of the Multiple Means of Representation UDL strategy, the goal is to present information in various formats to accommodate different learning styles. For example, visual learners may benefit from the use of images or videos that demonstrate Psychological Gesture and Archetypal Gestures in action. These visual aids can help students better grasp the concept and application of these techniques. Meanwhile, auditory learners may benefit from engaging in discussions and listening to explanations about the significance of these gestures in acting. By offering multiple modes of representation, I will be able to ensure that all students have access to the information in a way that aligns with their individual learning preferences.

The next strategy I plan to implement falls under Multiple Means of Engagement principle of UDL, which is crucial for fostering student participation and motivation throughout the lesson. Students will engage in collaboration and peer interaction while working in pairs and groups to practice and present their scenes incorporating Psychological Gesture and Archetypal Gestures. This not only enhances social learning but also provides students with the opportunity to learn from their peers and share their own ideas and perspectives. Offering choice in the scenes students can choose from "Sister Act” the musical further enhances engagement by allowing students to connect with material that is personally meaningful to them.

Additionally, incorporating opportunities for reflection can deepen student engagement and promote metacognitive awareness. I plan to encourage students to reflect on how incorporating Psychological Gesture and Archetypal Gestures has enhanced their understanding of their characters in the musical, promoting self-assessment and critical thinking skills. This reflective practice will help students consolidate their learning and encourage them to make connections between theory and practice, reinforcing their understanding of the material.

 

References:

Rao, K., Smith, S. J., & Lowrey, K. A. (2017). UDL and Intellectual Disability: What Do We Know and Where Do We Go?. Intellectual & Developmental Disabilities, 55(1), 37. doi:10.1352/1934-9556-55.1.37