Why do schools in India need a Universal Design for Learning (UDL) ?

A large number of schools in the country follow the same board. They teach the same subjects, but then their pedagogy differs. Mainstream and traditional schools favour the written essay for assessment and encourage rote memorisation as a means for preparing for exams. The so-called progressive schools that claim to be more experiential in nature, but are really not might experiment with more options! A few schools use the chalk and blackboard, others have shifted to chalk and green-board. Some schools use technology in class, they call such classes, "smart classes" while others have given their teachers and students WiFi connections. The range is vast and one wonders how varied the teaching-learning process in schools can be allowed to be.

Fortunately enough, the lack of textbooks and even the dearth of qualified teachers can be mitigated through the use of technology. E-books, learning modules and other study material are available online and since almost all the students own a smartphone, these are easily accessed. However, to make better use of existing resources, we need to have a Universal Design for Learning just like we have a universal curriculum for students of each grade level. The  'UDL approach to teaching is aimed at meeting the needs of every student in class' and hopefully it would help 'minimize barriers' and maximize learning.

But then, what is UDL? Well, UDL purports to present 'multiple means of representation' to maximize impact. It answers the 'What' of learning, the 'How' of learning and it provides 'multiple means of engagement'. The effectiveness of UDL platforms,, however, depends to a great deal, not only on the infrastructure (and in some cases the availability of electricity and internet connectivity) but also on the kind of training that the educators have been provided with. To be drivers of UDL Platforms, we need educators who are comfortable with the use of technology, educators who are comfortable with multiple assessment types, and those who are aware of the differential learning needs of students. We have indeed moved from general objectives to specific objectives, and from specific objectives to learning targets. The transition from a teacher-oriented objective to a student-oriented objective is evident in the transition from the general objective to the learning target which begins with, "I can analyze/summarize/critique". This shift in focus from teacher-centric to student-centric pedagogy is a promising sign for the introduction of UDL based pedagogy in schools across India.
The success of UDL based learning platforms assumes that the teachers and learners are not just aware of research-based learning but are also adept in it. Collaborative learning, inquiry-based learning and expeditions are important elements of UDL based learning. UDL based learning platforms are based on the assumption that the student knows 'what' he is 'working to achieve'-thus the 'I can...' learning targets. To know more about the 'how' of learning, the student can be provided with multiple mediums for assessment of learning other than the written essay. Models, presentations and other physical models can also be a means for celebrating learning. UDL based platforms thus need to provide for multiple means of engagement with the rest of the learning community.
Universal Design for Learning platforms need to cater for multiple modes of assessment besides essay type exams. As such formative assessments need to be planned for as assessments for learning, assessments that take place even as the lesson takes place. Assessments of learning or summative assessments take place at the end of a session. These need to be designed in tandem with the formative assessments.



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