Universal Design for Learning: meeting the challenge of individual learning differences through a neurocognitive perspective

Abstract

The traditional ''one-size-fits-all'' approach to curriculum denies the vast individual differences in learning strengths, challenges, and interests. The focus of this article is a novel approach, called Universal Design for Learning, to addressing the challenge of individual learner differences. Cognitive science research suggests the joint action of three broad sets of neural networks in cognition and learning: one that recognizes patterns, one that plans and generates patterns, and one that determines which patterns are important. These networks, referred to in this paper as recognition, strategic, and affective networks, are subject to individual differences that impact how individual students learn. This paper describes these networks and how the Universal Design for Learning framework makes use of this networks-based perspective to structure the consideration of individual learner differences and guide the design of a flexible, technology-rich curriculum that provides rich options for meeting diverse student needs.

Initial Training Of Teachers For Inclusive Education In Chile

“…This necessarily means a flexible teaching, understood as 'the diversification of teaching processes that allow every student to achieve the goals established by the curriculum' (Martín & Mauri, 1996:14). Thus, the flexibilization of teaching methods is formulated as the guiding principle of the educational answer to diversity (Ainscow, 2001b) in order to reduce barriers, as well as optimize levels of challenge and support, to meet the needs of all learners from the start, instead of making later adaptations (Rose & Strangman, 2007). Likewise, several studies have pointed out the need for future teachers to http://dx.doi.org/10.15405/epsbs.2017.10.87 Corresponding Author: Constanza San Martin Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 906 learn and develop strategies to communicate and work in collaboration with other teachers (Brownell, Ross, Colón, & McCallum, 2005;Friend & Bursuck, 2012).…”

Enhancing quality of life through Universal Design

“…Universal design literature extends into three primary area: information design (education and internet) [2,[8][9][10]35,[42][43][44]55], product design (consumer [5,12,24,34,59] and transportation [24,38]) and place (interior [19,24,34,62], exterior/ landscapes [15,17,19,24,39,49,58], and structure [3,4,11,17,24,49,62]) design. In books surveying multiple UD solutions, specific resources (such as product sources and manufacture's contact information) for solutions depicted are often provided [19,34].…”

Engaging Graduate Students in the Online Learning Environment: A Universal Design for Learning (UDL) Approach to Teacher Preparation

“…The recognition network involves the ways in which students acquire the course content and is the experience of learning (Rose & Strangman, 2007). The strategic network includes the ways in which students demonstrate their knowledge about course content (Glass et al, 2013;Meyer & Rose, 2005; National Center on Universal Design for Learning, 2014).…”

“…The strategic network includes the ways in which students demonstrate their knowledge about course content (Glass et al, 2013;Meyer & Rose, 2005; National Center on Universal Design for Learning, 2014). The affective network is related to student motivation and engagement with the course content and controls learners' emotional responses to the topic and to the learning itself (Rose & Strangman, 2007).…”