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UDL: From Student Intersectionality to Leadership Efficacy

This workshop dives into the critical need for understanding, valuing and celebrating the variability of learners by addressing intersectionality, identity, perception and implicit bias.

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Solely focusing on teacher knowledge of UDL and classroom implementation isn't enough. This workshop dives into the critical need for understanding, valuing and celebrating the variability of learners by addressing intersectionality, identity, perception and implicit bias. It is from this point educators can mitigate disabled environments and curriculum design fraught with barriers to learning. In the same vein, it is the responsibility of educational leaders to increase their expertise around the UDL framework as it applies to the classroom setting and the system as a whole within which they function. In order to fully realize an educational vision of equity for all and supporting enabling environments for teaching and learning to occur, the UDL mindset must permeate all levels of the system; hiring, mentoring, family engagement, data analysis and use, initiative alignment, culture/climate, etc. The fidelity, scale, and sustainability of UDL implementation requires it.

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Padlet
Interactive Notes Document

Authors/Creators
Kevin Schaefer
Kristin Brooks

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Implementation

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Document
Video

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WCAG v2.0 A

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Posted date:

December 15, 2020

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Triangles reading the words; equality, diversity, justice, respect and tolerance.

An Equity-Based Evolution of Universal Design for Learning

This paper calls for greater use of participatory design and critical theory understandings of UDL implementation to promote a co-designed learning environment model, rather than a teacher-centered design model.

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Co-design of learning environments, with explicit accounting for the sociohistorical underpinnings of educational inequities and disparities in America, has been missing in Universal Design for Learning (UDL) discourse and implementation. Accordingly, UDL has primarily accounted for the interactions among micro-level (individual) variables, while disregarding their dynamic interaction with macro-level (structural) variables. This paper calls for greater use of participatory design and critical theory understandings of UDL implementation to promote a co- designed learning environment model, rather than a teacher-centered design model.

Authors/Creators
Gayitri Kavita Indar

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Research Articles

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WCAG v2.0 A

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Posted date:

January 17, 2019

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