Agency and connection: understanding how to effectively remove barriers to learning’

• From neurodiversity to second-language learners, the modern classroom is more diverse than ever. Find out how UDL can help you meet the unique needs of every learner in your room
  
  
• Stop 'differentiating' for different students and start 'designing' for a universe of learners. Get the lowdown on UDL and make your teaching more efficient and effective than ever before
  
  
• See how schools are embracing the UDL approach with the LGfL EdTech Hubs programme, which clearly demonstrates of some outstanding examples of Pedtech in action. 

Universal Design for Learning (UDL) is more than just a teaching approach; it's a philosophy that fosters a supportive environment where every student can succeed.

Our latest  ‘IncludED conversation is with two experts in the field of UDL - Paddy McGrath from Everway and Dan Davies from Woodland Academy Trust. They discussed the revised Universal Design for Learning (UDL) framework and its implications for schools. For the full IncludED conversation podcast with Dan and Paddy, visit here 

UDL is not a new or prescriptive teaching method but a framework for removing barriers to learning.’

UDL is a framework designed to help educators create more inclusive lessons and activities. Rather than retrofitting lessons to accommodate diverse student needs, UDL encourages teachers to proactively design learning environments where barriers are nonexistent. At its heart, UDL is about fostering an environment where all students can thrive

Since our last blog post outlining the principles of UDL, What is 'Universal Design for Learning' or 'UDL'? where we consider the concept and focus on some current classroom practices, a revision has been made to the framework.

UDL 3.0 is more learner-centred and proactive. It's less about simply offering alternatives and more about designing a system where all learners feel a sense of belonging and have the tools to be successful from the very beginning. 

It's about: 

• formalising the concept of agency, which gives students ownership of their learning. 
  
  
• Providing collaborative projects for students to work together, with the teacher's role to value all contributions equally and avoid having a bias toward any specific medium or choice
  
  
• Providing opportunity and choice 
  
  
• Ensuring that all roles within a group are seen as equally important.

The three main changes can be explained as -  Agency, Equity and Language Shift

Agency: a teacher's role is not to "provide" learning, but to co-design it with students. Agency is more than just providing choices; it's about empowering students to understand why they made a particular choice and to take ownership of their learning. 

At the Woodland Academy Trust, they teach even their youngest learners how to use technology and its accessibility features to create a sense of visual equity, as no child feels singled out with a specialised device.

Equity: Think of it this way: Equality is giving everyone the same shoe, but equity is giving everyone a shoe that fits.

 3.0 has a greater focus on understanding and respecting each student's unique identity, including their cultural or linguistic background. Technology isn't the only solution for removing these barriers; showing respect for a student's background is also crucial. 

Language Shift: The language changes in UDL 3.0 aim to make the framework more about empowerment and collaboration rather than a checklist for teachers. The new language encourages both educators and learners to use the guidelines as a tool to navigate the learning process together.

Rethinking how we teach: moving beyond old habits.

Breaking free from "because that's how we’ve always done it"

Focusing on identifying and removing barriers, educators can create a more inclusive and effective learning environment. The future of education is about embracing a culture of collaboration, inclusivity, and proactive change.

The rise of AI in education could be a game-changer, as it provides a new way to remove barriers and empower students with more choice in their learning.

Be aware of the barriers that pupils are experiencing and identify small changes we can make to help reduce these barriers

To truly create an inclusive environment, schools must also address the needs of their colleagues. By proactively removing barriers for staff, schools can ensure the well-being of the entire community, which is essential for making UDL successful. 

UDL should not be an additional burden but a mindset shift. 

Want to learn more about UDL?

Visit the LGfL UDL portal 

Interested in adopting a more UDL approach?

Find out more here in the LGfL UDL ‘why adopt UDL’ advice portal

For the full IncludED conversation podcast with Dan and Paddy, visit here 

For all IncludED podcasts, visit our IncludED podcast channel