Universal Design for Learning framework is based on a notion of intentional and systematic process to design instruction to allow for options, flexibility, and access. During COVID-19 pandemic, instructors had to switch the modality of their teaching which exposed inherent barriers in their instruction, lack of preparation to offer flexibility, and lack of training in UDL. This presentation will describe the results of a survey of teachers’ perceptions and reflections on their COVID-19 teaching experiences, their professional preparation, and barriers they encountered. Implications for future practice and professional development will be discussed, including the audience feedback. 

Session Video Session
Slide Deck
Interactive Notes Document

This session aims to answer the question, “What strategies can educators use to support effective UDL implementation among teachers in their community?” Participants will learn about and experience 6 concrete strategies that have been refined through years of supporting UDL implementation and are designed to inspire and sustain changes in teaching. Using a holistic design approach, these 6 practical strategies transform traditional PD by focusing on removing barriers to adult learning, sustaining effort and persistence, and maximizing transfer of professional learning into classroom practice. These strategies help teachers understand what UDL implementation looks like in their context and provide flexible methods for monitoring progress. Participants will gain knowledge and takeaway materials to incorporate these PD strategies into their UDL implementation initiatives. 

Session Video Recording
Session Handout
Interactive Notes Document

As organisations and individuals promoting UDL and providing CPD, we’re always seeking to create that ‘a-ha’ moment, where the penny drops. That moment when your trainees truly ‘get’ UDL and it begins to help them offer more accessible, engaging and rich learning experiences for their students.

But do we really know the impact that UDL CPD has on educators? Even if we’re sure it works, is it possible to deliver quality CPD on a scale that can really impact culture within an institution or indeed, a country?

Session Resources:

• Session Video Recording
• Slide Deck
• Interactive Notes Document

Important Resources for Further Exploration:

• About the UDL Badge
• 10 Min Video Examples of UDL Redesigns Made by Badge Participants
• Download the UDL Badge Facilitator’s Pack
• The National Professional Development Framework for All Staff Who Teach in Higher Education
• Guiding Framework for Embedding Student Success

In Session Questions to Reflect On:

Feel free to add responses to the Interactive Notes Document if you are watching later or think of something after the session.

What kinds of Professional Development (PD) have made the ‘penny drop’ for you?
When answering, think about the nature of the PD, what elements worked and why you have a strong motivation to engage with it?

Who are your potential UDL PD Delivery Partners?
When answering the question, consider how you can share the load and widen the UDL conversation by partnering with folks outside of your immediate department – consider collaborating with others in different departments, connecting with local or national NGOs or national bodies promoting good teaching practices.

Professional Development (PD) often succumbs to the “sit and get” model. Because PD providers have vast amounts of information to cover in a limited amount of time, the lecture format often becomes the dominant “food group.” This leaves participants feeling malnourished and craving more interactive experiences. As a result, PD fatigue develops.

The UDL framework presents an array of options for teachers to use in the classroom when designing inclusive instruction. Using UDL, teachers can integrate options that make lessons flexible and engaging for all learners, including students with disabilities and English language learners. This paper provides a brief summary of the existing UDL literature related to teacher education. It also present a design focused approach that teacher educators can use for UDL training, including a step-by-step process to support teachers to meaningfully apply UDL to lesson planning.