At its core, Universal
Design for Learning (UDL) encourages collaboration among educators and ongoing
professional development to better implement the three guiding UDL principles:
- Provide multiple means of engagement.
- Provide multiple means of representation.
- Provide multiple means of action and expression.
Furthermore, related UDL checkpoints provide a bridge for differentiated planning that can be used to assess the effectiveness of collaboration and professional development efforts. For instance, are teachers effectively sharing strategies and best practices for UDL implementation? Currently, how well do you and your colleagues embrace the UDL Checkpoints in planning for optimal success of diverse learners?
Beyond debate, advocates
for UDL encourage utilization and integration of assistive technology. Therefore, you are invited to participate in an ENRICHMENT
opportunity. Bookmark the following,
share as apropos, and add to your pedagogical toolbox: Access resources elaborated upon within the National Center on Accessible Educational Materials
(AEM) for Learning at CAST.
The AEM Modules
Five
modules cover a full range of best practices for providing accessible materials
and technologies. Each module guides participants through three
cumulative levels of activities using AEM Center resources and expertise (Level
1: Start, Level 2: Reach, and Level
3: Stretch). Depending on the number of levels completed, each
module is a two- to four-hour commitment.
Module 1: Introducing Accessible Materials &
Technologies
Module 2: Creating Accessible Digital Documents
Module 3: Locating Captioned Videos & Creating Your Own
Module 4: Selecting Accessible Digital Materials &
Technologies
Module 5: Providing Accessible Formats for PreK-12 Learners
Collaboration
is often more effective when there is a shared vision. For this reason, those that are, or will be, co-teaching
in an inclusive classroom should consider UDL and AEM as a shared vision and
opportunity for mutual professional development. Collaborative teaching in
inclusive education classrooms, often referred to as co-teaching, involves two
or more educators working together to provide specially designed instruction to
meet the diverse needs of students with disabilities or other special needs, who
are learning alongside typically developing peers in a single classroom.
Co-teaching
offers numerous advantages. Co-teaching also
presents several implementation challenges. Let’s review and reflect upon these
advantages and challenges:
Diverse
Expertise creates advantages. The co-teaching
model allows educators with different expertise to combine their skills and
knowledge. Therefore, a general education teacher and a special education
teacher can work together, leveraging their strengths to benefit all students.
Individualized
Support creates advantages. By having multiple
teachers in the classroom it becomes easier to provide individualized support
for students with diverse needs. This can lead to improved learning outcomes
and a more inclusive environment.
Reduced
Student-to-Teacher Ratio creates advantages.
Co-teaching reduces the student-to-teacher ratio. This can result in more individualized
attention for students and better classroom management.
Modeling
Inclusion creates advantages. Co-teachers
can demonstrate the principles of inclusion and collaboration to students. This fosters a more inclusive school culture
and promotes acceptance and understanding among peers.
Professional
Development creates advantages. Co-teachers
learn from each other and share strategies, techniques, and best practices.
This ongoing professional development can improve the skills of both educators.
The Need for Compatibility
presents implementation challenges. Co-teaching
partnerships work best when educators have compatible teaching styles,
philosophies, and communication styles. Finding compatible partners can be difficult.
Time and
Planning needs can create implementation challenges. Co-teaching requires
extensive planning and coordination between teachers. This can be
time-consuming and may result in additional workload for both educators.
Lack of Role
Clarity increases implementation challenges. Establishing clear roles and
responsibilities for each co-teacher is essential. Ambiguity can lead to
conflicts and confusion within the inclusive classroom.
Lack of Professional
Development exacerbates implementation challenges. Not all educators are
trained in co-teaching strategies. This
can hinder effective implementation. Providing adequate professional development
opportunities is crucial.
Classroom Space
and Lack of Resources can create implementation challenges. Inclusion
classrooms may lack the physical space and necessary resources to support
co-teaching effectively. This can make it challenging to create an optimal learning
environment.
Resistance from
students, parents, or colleagues who may not understand or support co-teaching
can create significant implementation challenges. Changing attitudes and
building a culture of inclusion can take time. Why is an Intentional, Caring, Optimistic,
Respectful, and Trusting (ICORT) mindset crucial throughout the school to make
inclusion work (Purkey & Novak, 2016; Anderson, 2021)?
Assessment and
Evaluation needs and expectations provide implementation challenges.
Co-teachers must collaboratively design assessments and grading procedures.
Ensuring equity, fairness and consistency can be complex (Childress, 2009).
Student
Diversity in inclusive classrooms often present as a wide range of student
abilities and needs. The planning and support necessary to meet all these needs
simultaneously can be demanding. This implementation challenge requires
creative teaching strategies. Therefore, specialized training and an embrace of
the students’ funds of knowledge is beneficial (Moll, Gonzalez, & Amanti,
2009; Roe, 2019) is needed. Special education teachers may require additional
training to support students with specific disabilities, and general education
teachers may need training in inclusive practices.
Yes, co-teaching
in inclusive education classrooms offers many advantages in terms of student
support and teacher development. However, co-teaching in inclusive education
classrooms also comes with challenges related to compatibility, planning, role
clarity, resource allocation, and changing attitudes. Successful implementation
of co-teaching requires ongoing commitment, additional professional development,
and strong collaboration skills between educators to provide the best possible
learning experience for all students.
To Cite:
Anderson, C.J. October 31, 2023) Collaborative
Teachers: Share a vision for implementing
universal design for learning and utilizing
accessible educational materials!
[Web log post] Retrieved from http://www.ucan-cja.blogspot.com/
Additional
References:
Anderson, C.
J. (2021). Developing your students' emotional intelligence and
philosophical
perspective begins with I-CORT. Journal of
Invitational Theory and Practice, 27, 36-50.
Childress, S. M. (2009). Six Lessons for
Pursuing Excellence and Equity at Scale. Phi Delta Kappan, 91(3),
13-18.
Moll, L., González, N., & Amanti, C.
(2009). Funds of knowledge: Theorizing practices in
households,
communities, and classroom: Routledge
Purkey, W. W., & Novak, J. M. (2016). Fundamentals of invitational education. (2nd Ed)
International
Alliance for Invitational Education. Retrieved from: BOOKS | IAIE
(invitationaleducation.org)
Roe.
K. (2019) Supporting student assets and demonstrating respect for funds of
knowledge.
Journal of Invitational Theory
and Practice, v25 p5-13
