Participants will Identify potential barriers to student engagement, then consider and design engagement strategies to support student learning.

To access the interactive learning module, click on the Interactive link above or select this link: Got a Minute? Barriers to Engagement Module.

One of the foundational concepts underlying Universal Design for Learning is that barriers exist within an instructional environment or design, rather than in learners themselves. In the following modules, participants will understand how moving from a fixed mindset to a growth mindset can help shift thinking about students' abilities and skills. By empathizing and shifting our language, we can begin to transform our thinking about the importance of providing options so students can grow and develop.

To access the interactive learning module, click on the Interactive link above or select this link: Got a Minute? Mindset Module.

When you plan a road trip, you know you might run into detours or roadblocks that get in the way of reaching your destination. Some of those barriers are predictable, like traffic, road work, or bad weather. Knowing and anticipating those barriers can help you plan your trip so you can still get to your destination.

Classroom lessons are no different. There will be barriers that prevent students from reaching the intended learning goals. Just like with a road trip, some of those barriers are predictable and can be reduced by careful planning and design. Identifying barriers in curricular goals, assessments, methods, and materials will help students gain the skills they need to become expert learners.

What Are Barriers to Learning?

Barriers to learning are where students “get stuck” in a lesson or activity. For each student, barriers can differ from subject to subject and from activity to activity. A core tenet of Universal Design for Learning (UDL) is to anticipate and address those barriers up front. You can do that by designing flexible lessons and learning environments rather than trying to “fix” or change a student.

A UDL Audit of non-academic departments was conducted at McGill University in order to improve accessibility for all students.  The audits suggest that the application of the UDL guidelines in these environments yield improved outcomes in accessiblity for all students, transformation to a social modal of disability, more sustainable internal practices, and evidence for the transferability of UDL.