What does UDL look like?

Universal design with regards to buildings and environments seemed to develop as a result of providing modifications for those with physical disabilities. First, curb cuts were made to help people in wheel chairs move easily across streets and stay on sidewalks. These modifications, then, became accissible for many more people who were not necessarily disabled - parents with stollers, delivery people with handtrucks, etc. Modification came first, universality second.

Universal design for learning takes this concept and applies it to the education field. But what exactly will this look like. David Rose in his book describes some of the background of UDL and the theory that lays behind it. He continues to talk about some of the mindsets that will help UDL become a reality. However, it is still quite unclear how to actually create this sort of education, especially in our current traditional settings.

Buildings and streets are now legally accountable to be designed to help those with physical handicaps. New buildings and other environments are constructed with aspects of universal design in mind. They are part of the designing and building process. They are not an after thought. They are not modifications that are made after a building is constructed.

In schools we still see modifications as an after thought. They are the ways we will change the already created lesson to better serve a particular student or group of students with specific needs. Until we begin to design our units and lessons with UDL in mind, it will not become a reality. This add-on effect has kept special needs as a secondary priority. The effect has stifled the development of UDL.

Modifications for students also only come in the form of a teacher -centered change or addition. In no way do our current resolution to students with special needs reflect needs larger than the actual lesson. Perhaps we give students time with a counselor or other specialist. But by-and-large, students still sit in desks, in a classroom, teacher at the front, pen and paper at hand, etc.

Technology has the ability to truly expand the possibilities of UDL. It completely blows up the classroom and expands potential educational opportunities to the entire world. By making changes to the building, the typical tools we use in it, and the methods by which we teach, we will be address the needs of many students.

If technology is the answer, then what would or should it look like? Buildings have elevators and ramps. Door plates have braille. But what will universal design look like in education.