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"UDL: Faculty Dialogue" Case

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Case Description

In the Biology department lounge one day, you introduce yourself to a new faculty member, inexperienced and fresh out of school. Knowing that you are the residential expert on Universal Design for Learning in the department, the bright-eyed and eager faculty member approaches you on the subject. He begins to tell you that he has received trainings on the topic of UDL from the Teaching Development office on campus and has already placed his syllabi and all of his course content online for the fall. He goes on by saying that he has made study guides available online as well as guided notes for lectures so students can follow the lectures and fill in key concepts as they go. After thoughtfully pausing for a moment, he adds that he has even mapped out cooperative learning situations, such as group projects and peer feedback on assignments, and that he will vary his lectures with captioned videos and visual demonstrations.

You respond by offering him sincere praise for his efforts and enthusiasm. You also gently remind him that, for his online materials to have maximum utility for all students, they should meet Section 508 web accessibility guidelines so that students relying on assistive technologies can fully access the information. He quickly responds by saying that he has already received assistance with making his online materials accessible from a webmaster in Information Technology who is experienced with such matters.

Trying to impress you further, he goes on by stating that he is excited about the possibilities of technological advances and multi-modal instruction. He says that advanced technology is the cornerstone of UDL and that such instructional technologies supersede the need for accommodations because they are so inherently flexible.

How do you respond?

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Case Responses

Select the button next to the best response. Then, click the "Answer" button to see the results.

Response 1.
"I respectfully disagree. While it can be said that UDL can perhaps minimize the need for accommodations, it certainly does not eliminate the need altogether. There are some students that will always require individualized accommodations no matter how many UDL strategies you use. And though technology has greatly helped the cause of UDL, numerous strategies exist that don't rely on advanced technology."
Response 2.
"I respectfully disagree. While emerging technologies in UDL practice may hold the eventual promise of eliminating accommodations, it is important to remember that some UDL strategies are low-tech and can be implemented independent of technology. For example, allowing students to choose their own research topics or to provide diagrams on the board of abstract concepts are UDL strategies that are low-tech, yet highly effective."
Response 3.
"You are absolutely right. It would be foolish in this day and age to ignore the true potential of technology. As long as online materials are made accessible, there is no need for individual accommodations. The sheer versatility of UDL makes it applicable to anyone's learning style or preferences, regardless of ability."