Universal Design for Learning
- Cast believes that "barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods and assessments" http://lessonbuilder.cast.org/learn.php
"The essence of UDL is flexibility and the inclusion of alternatives to adapt to the myriad variations in learner needs, styles and preferences." (Howery, 2011)
Key points in Universal Design
- Ask the student what works for them, what "sparks" them
- I did this in environmental science with our second year students who highlighted being outside of the traditional classroom (e.g. outside) and using interaction and creativity to aid learning - Reflection
- Celebrate Diversity
- Use multiple sources/means of representation/expression/engagement - sound, light, taste, smell, touch, doing, visual, resources
- Recognise that everyone is unique - not one size fits all
- Use concepts, ideas and information that the brain recognises (simplicity)
- Employ strategies to process information
- Don't just employ technology
Describe an example of inclusive teaching.
One example that came to mind was inclusiveness with abseiling. Often there are students that are very nervous about abseiling, they have a high level of perceived risk despite the real risk of the activity being low. One way to help with this is to explain to the students how the systems work. Such as how much force each piece of gear can take (e.g. a carabiner can take up to 22kN of force - thats 22,000 tonnes or 22,000 baby elephants) and how there are back-up systems in place (one they are controlling and one that I will control).
Another consideration may be for people who are obese or pregnant. These people will often have low self-confidence and feel like they cannot partake in abseiling. Using a chest harness or creating one using a sling can be ways to safely get them involved.
Lynch (1991a) identified issues for larger females who lacked self confidence in their physical ability and appearance. Harnesses used for abseiling can essentuate peoples figures, and they can often be self-conscious of this. One example of this was when I was working with a obese women who was going well, was over the hard part and freaked out when someone at the bottom was about to take a photo of her. She let go off the rope and was petrified, but continued to the bottom and calmed down once the camera was put away.
Some other factors that we as a course need to consider is making our timetabling and course outlines student orientated so that they are organised and aware of deadlines, meeting times, commitments and when activities are going on. This has come from constructive feedback from students about syllabus plus, last minute changes and general course structure.
"Be careful in your course design about planning for the transfer of printing cost to students - it's not a very inclusive practice. Students young and old dislike reading lots of text on screen: it's an ergonomic nightmare, and so they hit the print button." (Casey & Wilson, 2005)
With my courses going into next semester I intend to print and thoroughly go over the course outline and expectations for each paper. I also think having a flexible course schedule with assignment deadlines included would also benefit the students to keep on track.
What are some issues for access and equity in your classes?
Access in the outdoors can be constricted by many variables, such as lack of experience, right of access (private land), cost and transportation difficulties. There are also physical and social factors that may inhibit people from having the opportunity to partake in outdoor activities.
Equity in New Zealand is something that as Outdoor educators is important to consider as our society is constantly changing. Outdoor course participation in dominated by New Zealand European/Pakeha. However there is not the corresponding number of Maori or other ethnic groups on outdoor courses despite the growing population diversity in New Zealand.
For our classes the main issue of access and equity is safety. We are training our students to be skilled outdoor practitioners who are often using judgement and experience to ensure that safety comes first and their students/clients lives are often in their hands. An outdoor experience comes with real risk and as much as we try to manage this risk, future instructors need to have a certain level of ability and understanding. It is unlike many other courses that may be more academic or indoor based.
In saying that, I believe it is really important that our students (as future outdoor instructors) have clients from all walks of life and that there is access and equity for all people to partake in outdoor activities. Our second year students this year have the opportunity to instruct tramping to disabled students from Sara Cohen School. They are also looking into Maori myths and learning their mihi. These both will hopefully expand their knowledge, understanding and experiences. I believe that more could be done here though to set them up to also have more inclusive practises.
Access and equity restrictions in the outdors can be particularly relevant for the elderly or people with disabilities that may be limited physical or mentally in their ability to undergo certain activities.
This was also identified by Brodin (2009), "The most important question is, however: how can adults with (intellectual) disabilities get access to outdoor education and how can they get opportunities to participate in regular groups and be included - not only participate together with other persons with disabilities?"
While working at Outward Bound I had the opportunity to work with people with both physical and intellectual disabilities. From this experience I recognised two different but contributing factors that could enhance the students experience and ability to participate.
The first one was thinking outside the square and coming up with new ways that would help them be engaged. This included being very visual and simple in my teaching, creating a seating device that could enable them to be transported from their wheel chairs into the ocean, coming up with a short rope that could guide blind folk while running, putting reflective bands on other students feet so those visually impaired could watch their feet while tramping, sitting on the back of someone in a kayak to help balance it while they steered it with their arms.... the list goes on.
The second factor was helping them to get over the labels and constrictions or limitations that society had continually drummed into them. They needed to believe that it was possible. "Plus est un vous" - that more was in them, than they thought was possible.
Mark Inglis (2002), a double amputee who lost both his legs to frost bite while mountaineering is a great example of someone who could achieve amazing outdoor achievements, including climbing Mt Cook and winning a silver medal cycling at the Sydney Paralympic games using specially designed prostetic limbs. He also identified the effect that other people's attitudes had, "Being a new double amputee was, looking back, all consuming. I also had some problems with people's attitudes to me... it was really only a change in body and lifestyle from the knees down, but the approach most people.... took was that it had changed me as a person, as if my personality and 'being' had been cut out, rather than just my legs amputated. That approach, that attitude to me, rubs off and I find even if it's only a little it actually slows you down in getting on with life at 110 per cent."
Equity in New Zealand is something that as Outdoor educators is important to consider as our society is constantly changing. Outdoor course participation in dominated by New Zealand European/Pakeha. However there is not the corresponding number of Maori or other ethnic groups on outdoor courses despite the growing population diversity in New Zealand.
For our classes the main issue of access and equity is safety. We are training our students to be skilled outdoor practitioners who are often using judgement and experience to ensure that safety comes first and their students/clients lives are often in their hands. An outdoor experience comes with real risk and as much as we try to manage this risk, future instructors need to have a certain level of ability and understanding. It is unlike many other courses that may be more academic or indoor based.
In saying that, I believe it is really important that our students (as future outdoor instructors) have clients from all walks of life and that there is access and equity for all people to partake in outdoor activities. Our second year students this year have the opportunity to instruct tramping to disabled students from Sara Cohen School. They are also looking into Maori myths and learning their mihi. These both will hopefully expand their knowledge, understanding and experiences. I believe that more could be done here though to set them up to also have more inclusive practises.
Access and equity restrictions in the outdors can be particularly relevant for the elderly or people with disabilities that may be limited physical or mentally in their ability to undergo certain activities.
This was also identified by Brodin (2009), "The most important question is, however: how can adults with (intellectual) disabilities get access to outdoor education and how can they get opportunities to participate in regular groups and be included - not only participate together with other persons with disabilities?"
While working at Outward Bound I had the opportunity to work with people with both physical and intellectual disabilities. From this experience I recognised two different but contributing factors that could enhance the students experience and ability to participate.
The first one was thinking outside the square and coming up with new ways that would help them be engaged. This included being very visual and simple in my teaching, creating a seating device that could enable them to be transported from their wheel chairs into the ocean, coming up with a short rope that could guide blind folk while running, putting reflective bands on other students feet so those visually impaired could watch their feet while tramping, sitting on the back of someone in a kayak to help balance it while they steered it with their arms.... the list goes on.
The second factor was helping them to get over the labels and constrictions or limitations that society had continually drummed into them. They needed to believe that it was possible. "Plus est un vous" - that more was in them, than they thought was possible.
Mark Inglis (2002), a double amputee who lost both his legs to frost bite while mountaineering is a great example of someone who could achieve amazing outdoor achievements, including climbing Mt Cook and winning a silver medal cycling at the Sydney Paralympic games using specially designed prostetic limbs. He also identified the effect that other people's attitudes had, "Being a new double amputee was, looking back, all consuming. I also had some problems with people's attitudes to me... it was really only a change in body and lifestyle from the knees down, but the approach most people.... took was that it had changed me as a person, as if my personality and 'being' had been cut out, rather than just my legs amputated. That approach, that attitude to me, rubs off and I find even if it's only a little it actually slows you down in getting on with life at 110 per cent."
DEFINITIONS:
Access
In an Outdoor context, Access has been defined as the following:
"The right of any member of the public to gain access to the New Zealand outdoors by passing or repassing on foot over land over which the public has the right of access and performing any activity that is reasonably incidental to that passing or repassing. It includes the use of mobility devices and disability-assistance dogs" (New Zealand Outdoor access Code, 2010)
Inclusion
"Inclusion can be defined in many ways... means to be part of, for instance, a group, class, community, accessibility to activities, participation and equal opportunities... the educator can support inclusion by collaborative work, experimental tasks and problem-based learning..."(Brodin, 2009).
"Many studies have shown that outdoor activities promote inclusion" (Doctoroff, 2001; Spencer, 2003).
Equity
"Educational equity is a federally mandated right of all students to have equal access to classes, facilities, and educational programs no matter what their national origin, race, gender, sexual orientation, disabilities, first language, or other distinguishing characteristic. In upholding educational equity, school districts are required to provide certain programs for students to ensure equal education. For example, students with disabilities have access to specialized education programs." http://www.education.com/definition/educational-equity/
Diversity
Diversity (Institutional)
"The multiplicity of variables that embody an institution, including its policies and programs, organisation, reputation, and staff/client population characteristics." http://www.education.com/definition/diversity/
Student Diversity
"Variation within a student population of such characteristics as race, religion, gender, cultural background, sexual orientation, or socioeconomic class." http://www.education.com/definition/diversity/
References
- Brodin, J. (2009). Inclusion through access to outdoor education: Learning in Motion (LIM), Journal of Adventure Education and Outdoor Learning, 9:2, pp. 99-113.
- Casey, J. & Wilson, P. (2005). A practical guide to providing flexible learning in further and higher education. Enhancement themes
- Doctoroff, S. (2001). Adapting the physical environment to meet the needs of 'all' young children for play. Early Childhood Education Journal, 29:2, pp. 105-109.
- Howery, K. (2011) Univeral Design for Learning: Meeting the needs of Learners
- Inglis, M. (2002). No Mean Feat.Random House Publishing, Auckland, New Zealand.
- Lynch, P (1991a). Fat girls don't abseil: Issues for girls in outdoor education. In the seventh national outdoor education conference proceeding. Frankston Victoria, Australia.
- New Zealand Outdoor Access Code. (2010). www.walkingaccess.govt.nz/store/doc/Code.final30June.pdf
- Spencer, A. (2008). Miljoer for lek, larande och samspel Studentlitteratur, Lund - [Environments for play, learning and interaction]- http://www.education.com/definition
Wow Julie this is an amazing post and an impressive list of references. I really like the way you have contextualized access, & equity, inclusiveness and diversity to fit outdoor education. Knowing the equipment can carry 22,000 baby elephants must be comforting all right for the nervous abseiler. Your examples are really interesting and illustrate the wide variety of students and situations you are working with. You have identified how necessary it is to offer lots of different ways to learn and inspire, and to find out what excites the students.
ReplyDeleteWhat do you do with students who appear "bored" with the classroom learning when they aren't outside? How do you make sure all the students are actively participating when required to learn the theoretical material, and may be compromised in literacy and numeracy?