Abstract
Universal design for learning (UDL) is an instructional design framework aimed at creating expert learners by reducing barriers to learning. Rooted in scholarship, UDL is a promising tool to support educators of learners who are deaf with disabilities; yet it is necessary to explore what is known about implementing UDL within this population. This chapter provides readers with foundational knowledge of UDL including its history, development, significance, core concepts, and guidelines. Scholarly evidence regarding UDL implementation is highlighted and gaps within the population of learners who are deaf with disabilities are noted. Teaching scenarios from preschool through high school illustrate how teachers of learners who are deaf with disabilities can use UDL-based strategies to promote independence, literacy, and generalization. Action steps for professionals to foster and promote UDL for learners who are deaf with disabilities are provided.
TopIntroduction: Teaching Scenarios
First-year teacher Ella sits in a small chair at a low table—perfect for her deaf preschool students—to plan an upcoming lesson on the life cycle of a plant. Considering the hands-on and multi-step nature of planting grass seed, Ella brainstorms how she can promote independence across her students, many of whom present with additional disabilities. Avery is a learner who has cerebral palsy and sensory processing disorder; when using a stander, she can access the materials on her own. However, Avery displays signs of sensory over-responsivity when touching particular textures and Ella is concerned this will impact Avery’s engagement. On the contrary, Dani, a learner with autism spectrum disorder (ASD), loves sensory-based activities yet struggles to transition between tasks and follow directions. Ella recognizes that Avery and Dani—both of whom are learners identified as “deaf with disabilities”—could benefit from strategies to increase their independence. Is there a way for Ella to address this for both students during the same lesson?
Down the hall, teacher leader Corey reviews an upcoming science/literacy lesson. After viewing cells with a digital microscope, students will complete a lab report to share their observations, conclusions, and predictions. Corey recognizes that her deaf students’ additional disabilities impact their ability to use expressive and receptive language in individualized ways. Her student Brian has global developmental delay and is most comfortable with spoken language; in contrast, Rhea, who has an anxiety disorder stemming from emotional disturbance, prefers using American Sign Language (ASL). As a learner who has cortical visual impairment (CVI), Theresa uses multimodal communication including spoken and signed language along with using an augmentative and alternative communication (AAC) device. With such a range of language and communication needs in her class, can Corey design a science activity that will target a literacy goal for all her learners while addressing and promoting their unique needs and skills?
As the sole high school teacher, Sean prepares for the arrival of his deaf 10th graders. In addition to traditional classroom activities, Sean and his students spend a significant amount of time engaging in community-based instruction focused on transitioning to adult life. Students practice generalizing skills to authentic settings within the community. This is critical for students like Trina, who requires support to manage her complex health-related conditions. She aims to gain employment in her local community. Community-based practice is also important for Dante, who is focused on engaging in public spaces safely, which can be challenging given the presence of multiple disabilities. How can Sean develop an activity that promotes generalization to the community in meaningful ways for all his students?
These teaching scenarios illustrate the reality of many educators of deaf learners: students present with a wide range of additional disabilities that impact traditional deaf education practices. Students who are deaf with disabilities can be found across all grades, educational settings, and modes of communication. Educators of learners who are deaf with disabilities require tools that capitalize on and celebrate learner variability and provide recommendations to meet the needs of this diverse population. One such resource is universal design for learning (UDL). With a primary aim of reducing barriers “until learning has no limits” (Center for Applied Special Technologies [CAST], 2022a), UDL promotes equity across all students. This chapter explores how the UDL framework can promote independence, literacy, and generalization in learners who are deaf with disabilities.
Key Terms in this Chapter
Action & Expression Principle: A principle of the universal design for learning guidelines that incorporates the diversity with which learners navigate their learning environment and express what they know.
Universal Design for Learning (UDL) Guidelines: A matrix of principles and tiers of support that provide actionable guidance for the implementation of UDL in everyday planning and practice.
Center for Applied Special Technology (CAST): A nonprofit education research and development organization that created the universal design for learning framework and guidelines in pursuit of their mission to transform education design and practice until learning has no limits.
Engagement Principle: A principle of the universal design for learning guidelines that encompasses the many ways that learners can build and sustain their motivation to learn.
Barriers to Learning: Inherent, inflexible features of learning environments or curricula that prevent an individual from becoming an expert learner.
Access Row: A row of the universal design for learning guidelines that describes how teachers provide access to material by removing unnecessary barriers to learning.
Internalize Row: A row of the universal design for learning guidelines that highlights the learner-initiated and learner-centered skills of expert learners.
Build Row: A row of the universal design for learning guidelines that incorporates specific strategies for growing high-level expertise and includes teacher and learner scaffolds.
Universal Design for Learning (UDL): An instructional design framework aimed at creating expert learners by reducing barriers to learning through the provision of multiple means of engagement, representation, and action & expression.
Representation Principle: A principle of the universal design for learning guidelines that involves the various formats, modes, media, and methods through which information can be presented.