Post 3 – Inclusive Design

As I developed my interactive learning resource on health and wellness with my group, I found the GPS metaphor in this week’s notes particularly useful in understanding how to create an inclusive learning experience. Just as a GPS provides different routes to the same destination, Universal Design for Learning (UDL) ensures that learners have multiple pathways to engage with the content, demonstrate understanding, and stay motivated. This idea reshaped my approach to designing learning activities and I began to think less about individual accommodations and more about removing barriers from the start.

One of the key learning activities in my plan is the group project where students create a short video, comic, or essay to persuade others that fad diets and myths can be harmful. Initially, I saw this as a great way to encourage collaboration and critical thinking, but as I reflected on UDL principles, I realized there were potential barriers that could make participation difficult for some learners. Rather than simply providing support after identifying student struggles, I recognized the importance of designing flexibility into the activity itself. For instance, I had initially assumed that giving students a choice between a video, comic, or essay would be enough to support different learning styles. However, after reviewing the UDL framework, I understood that I also needed to provide multiple means of representation, action, and engagement. Some students may struggle with visual or auditory processing, while others may experience anxiety with group work. To address this, I considered including structured scaffolding, such as guided questions and examples, and providing alternatives for those who prefer working individually. Another challenge our group considered was the potential barrier of social anxiety or discomfort with public speaking. While some students thrive in group settings, others may find it overwhelming to present their work in front of the class. Rather than having presentations to the class, students could present to smaller groups, submit a written reflection, or participate in a peer discussion instead. This ensures that all learners can demonstrate their understanding in a way that aligns with their strengths while still meeting learning objectives.

The idea of removing barriers instead of adding supports was also reinforced through the “fair isn’t always equal” model. I initially thought about fairness in terms of providing everyone with the same resources, but I now see that true fairness comes from designing a learning environment where all students can access the content in ways that work for them. The example of curb cuts really resonated with me because although they were designed for wheelchair users, they also benefit parents with strollers, cyclists, and many others. This concept helped me appreciate how designing for accessibility doesn’t just help a few students; it improves the experience for everyone. Reflecting on these insights, I feel more confident in my ability to create an inclusive learning resource. By thinking about barriers in advance and incorporating multiple pathways for learning, I can ensure that all students, regardless of their background or abilities, have an equal opportunity to succeed. This process has not only deepened my understanding of universal learning design but has also made me more intentional in my approach to designing educational experiences that truly support diverse learners.

References

Meyer, Anne, et al. Universal Design for Learning: Theory and Practice. CAST Professional Publishing, an Imprint of CAST, Inc., 2014, UDL Theory Practice, retrieved from: udltheorypractice.cast.org/

Right to Education – Inclusive Education, retrieved from: https://www.inclusiveeducation.ca/learn/right-to-education/