apage’s Blog

In 2013, I can just imagine that we will have life without physical interfacing, in the minds of some people, so in the event that takes place, it would be my hope that UDL would have infiltrated enough minds of everyone to ensure me would have a mulit-faceted, multi-media world that will utilize social networking through digital media. 

My educated guess says, “The media world will begin to force the lay person to get on the band wagon.”  I forsee flexible teaching in the classroom and creating a setting that isn’t categorize by inclusion, mainstreamed or self-containment.  By implementing the UDL principles this will meet every learner on their own ability level.  The information age would have changed by 2013, and the three networks identified in UDL would have grown tremendously in comparison to where they are   today, but what is going on in technology today, allows us to begin to set the foundation for the future.  So, the state of the art classroom with multi-media equipment would be the ordinary, instead of the unique.  As Dr. Robin Zeff stated, “The idea of universal design, though originally developed for making the physical environment accessible to the disability community, is one such idea.  When applied to higher education, universal design brings a framework for making learning more accessible and instruction more responsive and inclusive to all students.”  So, it has already begun and continue to grow. 

As an entrepreneur, I would like to work with small tutoring companies by training them on the UDL concept and have them to incorporate best practices with their tutoring program within the inner city.  Programs such as these will be needed to further in such diverse areas to still help fill in the educational gaps that exist within in country.  Although, there may be a technology growth in society that will influence UDL, there will still be an economic barrier in some household, which will still prevent families from making gain, as it relates to their universal growth.  As of today, we call this the digital divide.  Ultimately, providing a movement for universal growth, will help the student’s in school on a daily basis, because it will be a language that they are accustomed to versus a language that have to be introduced too. 

Think back on your experiences as a student, at any level. Discuss the goals, materials, methods, and assessment of an experience. Do you feel it was a “universally designed curriculum”?

When I was in high school, I always knew that I wanted to attend college, but I didn’t have a model in my household to guide and nurture this path that I begin to create in my mind. In terms of the academics, I really didn’t care for high school (i.e. social crowds etc), but I loved sports. I was considered the typical athlete according to society, “Make the grade to play the sport.” I did well in my college preparatory courses, but I was motivated by sports. I made the connection early on that I had to pass to play. We had the “No Past, No Play Rule.” Nonetheless, my goal was to get to college; I knew my parents had limited resources, but I also realize I wasn’t carrying a 4.0 grade point average to earn an academic scholarship, so I begin to explore my options, one which was running track. I made it my goal to be the best runner as possible and to get a track scholarship. I actually made this decision in junior high. I excel and I was recruited by the high school coach, so when I was in the 8th grade I ran track with the high school varsity track team.  A great accomplishment at such an early age.

It was the girls high school track team that gave me the motivation I needed to continue to move forward, as well as the comfort that was provided by my sister and cousin’s who also were on the track team, as well as my track coach. I was the youngest and they didn’t allow me to forget it. They dominated the four by one hundred relay team, and wouldn’t allow me to have a spot, because I wasn’t in high school, but it forced me to take an interest in several other events, which allowed me to shine in my own respect. My sporting events changed from the 100 yd. dash and 400 meter relay, to the 200 yd. dash, 100, and 300 intermediate hurdles. Being surrounded by older student’s became my driving force to prove that I not only belong, but I could earn a scholarship. I identified my ticket, so in my young mind I begin to strategically plan my way to college. I aligned myself with the coaches and lived vacariously through their experiences of being a college, athelete, coach etc…however, this further facilitated the thought in my mind to go to college and obtain a track scholarship.  They groomed me by challenging my work ethic as an athelete; I stayed late and always committed myself to morning and weekend activities.  Eventually, I begin to develop a yearning for the classroom, because I learned that I needed to set myself apart from the other runners by looking appealing academically, atheletically, and socially (i.e.  community service).

When, I reflect back on this experience I am in aw!  I received a full track scholarship during my undergraduate career.  By obtaining my goal, I was able to obtain a B.A. in Psychology with a minor in Special Education ED/LD.  This learning experience will stick with me, because I often think back and use it as a catalyst to brainstorm when I need to accomplish a task.  I cannot forget the experience that help me facilitate my goal, which have afforded me the opportunity to create new ones.  Now that I know what Universal Design Learning is and thinking back on many experiences, I can honestly say, “It was being implemented without having knowledge of it’s existence.”

Page 70 of the Teaching Every Student text notes that “the ‘universal’ in universal design (for learning) does not imply one optimal solution for everyone. Rather it reflects an awareness of the unique nature of each learner and the need to accommodate differences, creating learning experiences that suit the learner and maximize his or her ability to progress.”

The experience from yesterday’s class is a prime example of universal design (for learning) does not imply one optimal solution for everyone.  This was evident through our class presentation.  It demonstrated the uniqueness in all of us, and how we are able to adapt to different situations and make the necessary accommodations when appropriate.  Someone in class use the hackneyed expression, “Making the paradigm shift;” well in a short period of time it was interesting to see that we were making the shift quickly to make accommodations for one another in our individual groups.  Moreover, I feel this concept could work in every aspect of our life, if we make it applicable.  It is almost like identifying someones strength and weakness, and implementing UDL that will address the needs of both individuals.

As a professional, I would like to learn how to implement this Universal Design with my consultants, especially since I’m not in the classroom anymore and the consultants for the most part aren’t required to do follow-up after they evaluate students.  I feel this is an effective concept that can be carried over into another arenas, but the buy in has to be there.  I am looking to identify and obtain more information that will allow me to put this concept of UDL into perspective.  It is my belief it will be much easier implementing this design in a school and introducing it as a PD topic.

The question that resonate on my mind is have this design been utilize in an affective manner for the purpose of small business and organizations and if so, how would that look?  Would any of the components be removed to address a small entity, other then a school?

It’s funny you should ask that particular question as it relates to system change, because as we were speaking in class yesterday, I was thinking to myself that ultimately what we set out to do on our final project should be a piece of work that we actually can take back and implement, whether if it is used in a school setting or for consulting purposes.  Our group focused on things that were to real interest of us, so the project will be very relevant.  Let’s talk some more about this, because effective systems change will impact peoples lives.

Last year in a class with Dr. Ruoff, we were asked to do research on different states to see what services they offered to individuals and families as it relates to Traumatic Brain Injury. The state, I decided to do my research on was Mississippi, because I knew overall this state is behind in many different ways. I also thought it would be interesting to share this information with my parents, especially my father since he is a native. It added to my information base, because it help me realize that as a whole, we (i.e. the individuals involved in this field have more work to do). Although, they formed a brain injury association, they had very limited resources. However through linking system, networking and collaboration; they were able to form partnerships with other states, such as Arkansas and Georgia for resources such as, long-term rehabilitation care, as well as help families financially with medical expenses. Since they had limited resources, they also didn’t have enough man power to reach the general population, so a lot of families didn’t know how to begin to access what resources they did have. Additionally, if they received severe cases they automatically would put them on a waiting list for Arkansas and Georgia base on the individual and their individual needs.

The material presented in class was through oral presentation and discussion, which afforded open dialog with our peers, and it was then that I learned Joe my classmate researched the state of Arknsas, which is the sister state to Mississippi, and he was able to provide further insight on what they had to offer. Overall, the teaching and learning process was structured in such a way that we were able to get immediate feedback. The class activities were always designed in a way where we would utilize the concept of “Think Pair Share,” and it is my belief that it fostered encouragement, as well as to collaborate. The premis of the TBI program is to encourage us to make effective systems change for TBI victims and their families, which will require us to communicate and work collaboratively with others.

We were given options to complete various assignments, but there were few assignments that required us to do it in a specific manner, for example: We may have been required to complete a power point presentation or brochure, but within our group or individual projects we still had the ability to choose the format that interesting to us. Furthermore, these projects later became resources that we could utilize in our private practices, as well as our schools. Overall, the information sharing of my class was always insightful. After listening to everyones experience, it made me realize that the task assigned wasn’t as easy as it appeared to be. Moreover, this experience also taught the class that some of the community service workers in other states sounded frustrated, due to the lack of support. It also reflected that Traumatic Brain Injury is still relatively knew, and as educators we are more aware of the adversities as it relates to this disability in comparison to the general public in many ways. With this particular assignment, my assumptions were challenge, and we have a to continue to make the public aware of the necessity to have supports in place for the victims, families, and service providers to ensure the quality of care services are in place for TBI victims and their families.

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