Universal Design for Learning - Educating Students with Disabilities

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10/31/2022 Added

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The Center for Transformative Teaching | Student-Faculty Collaboration Grant | Department of Special Education and Communication Disorders | College of Education and Human Sciences | University of Nebraska-Lincoln

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[00:00:00.000]cehs.unl.edu
[00:00:05.455]In the fall of 2020,
[00:00:07.157]there were roughly 1200 students
[00:00:09.709]that electively chose
[00:00:10.727]to register
[00:00:11.461]with Services
[00:00:12.178]for Students with Disabilities
[00:00:13.563]at the University of Nebraska-Lincoln.
[00:00:15.532]Spread across
[00:00:16.199]every single college within UNL.
[00:00:19.352]There were also roughly 20,000
[00:00:21.321]undergraduate students
[00:00:22.288]in the fall of 2020,
[00:00:23.907]meaning that there is an estimated one
[00:00:25.458]in 16 chance
[00:00:26.876]that a student
[00:00:27.560]has electively chosen to register
[00:00:29.562]with Services for Students
[00:00:30.630]with Disabilities.
[00:00:32.365]Further,
[00:00:33.033]according to the National Center
[00:00:34.434]for Education Statistics,
[00:00:35.806]in cooperation with the
[00:00:36.845]U.S. Department of Education,
[00:00:38.972]in the 2015-2016 educational year.
[00:00:41.574]19% of college students reported
[00:00:44.544]attending a postsecondary education
[00:00:46.529]with a disability.
[00:00:47.964]Assuming even the most stringent caveats
[00:00:50.350]to that 19%
[00:00:51.267]statistic by removing
[00:00:52.502]students that attended technical
[00:00:53.720]or trade schools,
[00:00:54.921]there is good reason
[00:00:55.772]to believe
[00:00:56.222]the number of students with disabilities
[00:00:57.991]that have not registered
[00:00:59.876]with the Services
[00:01:00.777]for Students with Disabilities
[00:01:01.878]office is similar to the 1200
[00:01:03.739]of those that have.
[00:01:05.281]Students with disabilities
[00:01:06.299]are not an anomaly
[00:01:07.815]in college campuses.
[00:01:09.452]They are very much a part
[00:01:10.970]of the student body
[00:01:11.838]that you will be teaching
[00:01:12.872]at the University of Nebraska-Lincoln.
[00:01:15.208]This population of students
[00:01:16.559]contains students with
[00:01:17.668]mental health disorders,
[00:01:19.036]ADD and ADHD,
[00:01:20.663]specific learning disabilities,
[00:01:22.098]physical disabilities,
[00:01:23.170]and sensory disabilities
[00:01:24.522]in hearing and vision.
[00:01:25.735]As stated in our introductory video.
[00:01:28.021]All students can learn
[00:01:29.756]and all teachers at the University
[00:01:31.141]of Nebraska-Lincoln
[00:01:31.975]will provide
[00:01:32.809]the best instruction
[00:01:33.676]possible to these students.
[00:01:35.879]Applying the UDL framework
[00:01:37.347]that we have been covering
[00:01:38.548]in the last several videos.
[00:01:40.250]It's imperative
[00:01:41.451]to set up classrooms
[00:01:42.469]that are not only accessible
[00:01:44.454]to the 1200 students
[00:01:45.622]that have electively
[00:01:46.487]registered with SSD
[00:01:47.791]and have formal accommodations.
[00:01:49.909]But also to the large
[00:01:51.377]population of students
[00:01:53.012]who have chosen not to register
[00:01:54.681]but still deserve access
[00:01:56.149]to their education.
[00:01:57.851]These students are most
[00:01:59.002]poised to benefit
[00:02:00.303]from implementing instruction
[00:02:02.038]in classroom settings
[00:02:03.089]that are engaging,
[00:02:04.641]diverse representations of information,
[00:02:06.593]and multiple means of
[00:02:07.479]action and expression
[00:02:08.812]to demonstrate their knowledge.
[00:02:11.331]While we will cover specific disabilities
[00:02:13.817]and common
[00:02:14.484]accommodation techniques
[00:02:16.319]that you will see
[00:02:17.270]in another video in the series,
[00:02:19.289]it is important
[00:02:20.006]to look at students with disabilities
[00:02:21.808]under these tenets of UDL.
[00:02:24.060]Engagement:
[00:02:25.201]Under the engagement tenant
[00:02:26.613]we learned that students
[00:02:27.647]need engaging instruction
[00:02:29.098]to stay focused
[00:02:30.156]and to learn.
[00:02:31.467]For example,
[00:02:32.607]students with disabilities
[00:02:33.570]related to executive functioning,
[00:02:35.688]the ability to direct
[00:02:36.873]one's attention
[00:02:37.707]or control behavioral responses,
[00:02:39.926]need engaging instruction
[00:02:41.394]to support their learning.
[00:02:43.279]These students are
[00:02:44.368]most likely to get off
[00:02:45.798]tasks during lessons
[00:02:47.000]when they rely solely on lecturing.
[00:02:49.819]Further,
[00:02:50.453]these students can struggle
[00:02:51.688]with the ability
[00:02:52.488]to manage time
[00:02:53.723]during lengthy assignments
[00:02:55.008]like semester-long papers
[00:02:56.543]or the ability
[00:02:57.894]to recall information quickly
[00:02:59.479]when pressed for time.
[00:03:01.281]For these students,
[00:03:02.332]the choice to give assessments
[00:03:04.217]that are unnecessarily pressed for time
[00:03:06.870]or providing
[00:03:07.887]unengaging instruction is doing them
[00:03:09.889]a disservice.
[00:03:11.691]Representation:
[00:03:13.293]For students with disabilities,
[00:03:14.994]multiple means of
[00:03:15.736]representing information
[00:03:16.880]is imperative.
[00:03:18.481]For students
[00:03:18.932]with specific learning disabilities
[00:03:20.717]recognized in reading, writing, or math.
[00:03:23.553]The choice
[00:03:24.237]to only display content with written text
[00:03:26.906]or doing math problems on a worksheet
[00:03:29.042]can prove futile
[00:03:30.098]at accurately teaching
[00:03:31.461]or assessing understanding.
[00:03:33.413]For these students, it's best
[00:03:34.948]to supplement instruction
[00:03:36.482]with different representations.
[00:03:38.718]If you are planning on having students
[00:03:40.587]read a chapter of a textbook,
[00:03:42.438]consider either replacing
[00:03:44.340]or supplementing this
[00:03:45.508]with further video explanation
[00:03:47.060]of the same content.
[00:03:48.861]You will see a dramatic improvement
[00:03:50.546]in students retention
[00:03:51.370]of information
[00:03:52.232]and the ability
[00:03:53.032]to manipulate that information
[00:03:54.867]to active classroom participation.
[00:03:57.570]Action and Expression:
[00:03:59.188]All students deserve the ability
[00:04:01.040]to demonstrate their knowledge
[00:04:02.392]in multiple means.
[00:04:03.826]But for some students
[00:04:05.011]providing accommodations to assignments
[00:04:06.713]are crucial to completion at all.
[00:04:09.115]Technology has come a long way
[00:04:10.917]towards providing students
[00:04:12.268]with physical impairments, the ability
[00:04:14.304]to access assignments,
[00:04:15.438]but we must remember that
[00:04:16.472]not all areas of disability
[00:04:18.508]have accommodations.
[00:04:20.212]For example,
[00:04:21.210]most teachers
[00:04:22.161]recognize that it would be
[00:04:23.185]both useless
[00:04:24.297]and inappropriate
[00:04:25.202]to test a student
[00:04:25.949]that was born without eyes
[00:04:27.744]on their ability to read
[00:04:28.918]a written text.
[00:04:30.837]But,
[00:04:31.733]do they also realize
[00:04:32.823]that it would be
[00:04:33.323]just as inappropriate
[00:04:34.290]to deduct attendance
[00:04:35.241]points from a student
[00:04:36.142]with a chronic illness
[00:04:37.043]that prevents them
[00:04:37.610]from being able to attend
[00:04:38.982]or participate in class
[00:04:40.496]when they are absent?
[00:04:42.081]It's unlikely that they would.
[00:04:44.150]As we go forward towards the future,
[00:04:45.835]it is crucial to remember that
[00:04:47.236]the number of students
[00:04:48.476]with disabilities
[00:04:49.472]getting a college education
[00:04:51.207]will continue to increase.
[00:04:53.059]These students deserve to have
[00:04:54.560]their educational needs met,
[00:04:56.396]regardless of if
[00:04:57.320]they've chosen to identify
[00:04:58.581]with Services for Students
[00:04:59.599]with Disabilities.
[00:05:01.250]With your help,
[00:05:02.402]we can create a more equal
[00:05:03.720]educational experience for students
[00:05:05.972]at the University of Nebraska-Lincoln

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Universal Design for Learning - Educating Students with Disabilities

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