{"id":87846,"date":"2017-11-27T14:29:37","date_gmt":"2017-11-27T19:29:37","guid":{"rendered":"https:\/\/www.umw.edu\/news\/?p=87846"},"modified":"2018-01-18T17:14:55","modified_gmt":"2018-01-18T22:14:55","slug":"umw-students-design-curriculum-accessible-learning","status":"publish","type":"post","link":"https:\/\/www.umw.edu\/news\/2017\/11\/27\/umw-students-design-curriculum-accessible-learning\/","title":{"rendered":"UMW Students Design Curricula for Accessible Learning"},"content":{"rendered":"

A whiteboard full of math equations \u2013 snap! A tutoring notice on a professor\u2019s door \u2013 snap! A room number sign in Braille \u2013 snap! With each new discovery, the students\u2019 cameras clicked and moments later a new photo went flying into the Twittersphere.<\/p>\n

<\/p>\n

Back in Trinkle Hall, Assistant Professor of Education Victoria Russell \u2013 perhaps better known as @techtweed<\/a> in this instance \u2013 watched the tweets stream through her feed.<\/p>\n

\"universal<\/p>\n

\u201cThey\u2019re looking for real-world principles of what\u2019s called UDL \u2013 universal design for learning,\u201d said Russell, who created the scavenger hunt as a way to bring game-based pedagogy into the classroom. \u201cUDL is a framework for making education accessible to all learners, so the students are looking for existing examples on UMW\u2019s campus.\u201d<\/p>\n

It didn\u2019t seem to take long. Within minutes of giving students the \u201cgreen light,\u201d Russell\u2019s feed was filled with samples from all over the Fredericksburg campus.<\/p>\n

\u201cBraille is a good example of UDL,\u201d said sophomore Hannah Manning, a Spanish and psychology major combing through the Hurley Convergence Center with her team. \u201cUDL has different principles and guidelines, so Braille provides options for perception. Another example would be a study abroad flyer, which provides options for engagement by recruiting interest in the topic.\u201d<\/p>\n

The collaborative challenge is part of the College of Education<\/a>\u2019s course introducing future teachers to special education. Built with aspects of role-play, the course sets a framework in which the students are newly hired faculty building a school with a mission of inclusive education. Through various challenges and projects, the students-turned-faculty get to work designing classrooms and lesson plans that could engage any student.<\/p>\n

\u201cIt\u2019s not just about the student with a diagnosed disability,\u201d said Russell, who also serves as the director of UMW\u2019s Special Education program. \u201cWe\u2019re all different and we all process things differently. In meeting the needs of targeted learners, you\u2019re also meeting the needs of lots of other students who might be forgotten because they don\u2019t have a diagnosis, plan or a case manager. It helps build equity in the classrooms.\u201d<\/p>\n

When designing their new curricula, it\u2019s all about overcoming barriers to learning for future students. And some of those roadblocks are more obvious than you might think.<\/p>\n

\u201cMotivation and personal connection is an important piece of education,\u201d said Russell. \u201cSo if you hate math, for example, and are taking a math class \u2013 then motivation is a barrier. If you\u2019re not motivated, you won\u2019t pay attention and won\u2019t engage and you will end up missing things.\u201d<\/p>\n

The solution? Examining learners\u2019 strengths and needs from the outset and making sure the barriers are reduced or removed entirely when designing education. And that\u2019s just what Russell\u2019s students are doing when it comes to creating their lesson plans.<\/p>\n

\u201cTeaching requires flexibility,\u201d said Russell, whose expertise is in inclusive teaching, particularly with students with high-incidence disabilities. \u201cYou can\u2019t go into teaching thinking it\u2019s my way or the highway. That\u2019s not how people learn.\u201d<\/p>\n

\"UMW <\/a>
UMW students do a scavenger hunt to find principles of Universal Design for Learning (UDL) on campus. Photo by Jarred Cannon. <\/div> <\/div> <\/div>
\"UMW <\/a>
UMW students do a scavenger hunt to find principles of Universal Design for Learning (UDL) on campus. Photo by Jarred Cannon. <\/div> <\/div>
\"UMW <\/a>
UMW students do a scavenger hunt to find principles of Universal Design for Learning (UDL) on campus. Photo by Jarred Cannon. <\/div> <\/div> <\/div> <\/div>
\"UMW <\/a>
UMW students do a scavenger hunt to find principles of Universal Design for Learning (UDL) on campus. Photo by Jarred Cannon. <\/div> <\/div> <\/div> <\/div> <\/div>\n

Her expertise has found a niche at UMW where there are significantly more students with registered disabilities compared to other four-year public colleges in Virginia. And that trend is only growing. Since 2012, UMW\u2019s Office of Disability Resources has seen a 45% increase in the number of students who have disclosed and registered their disability.<\/p>\n

\u201cWe have a responsibility to meet students where they are,\u201d said Russell, who stresses that the problem is often with the curriculum and not the student. \u201cIt\u2019s not about lowering standards or taking away the intensity or rigor of a class. It\u2019s about asking how you might do things differently and still have the highest standards for students.\u201d<\/p>\n

That\u2019s exactly what UMW is setting out to do, both in its own classrooms and in preparing future teachers to educate the next generation in classrooms around the world.<\/p>\n

\u201cTen to twelve percent of students in classrooms across the country have some kind of educational disability,\u201d said Dean of the College of Education Pete Kelly, whose teaching and research focuses on special education. \u201cOur students will be their teachers and they need training to be successful. That\u2019s at the heart of it.\u201d<\/p>\n

The subject is front and center for Mary Washington and its College of Education, but Kelly\u2019s vision goes beyond accessible learning.<\/p>\n

\u201cWe\u2019re trying to build inclusive schools, but really we\u2019re building a foundation for a more inclusive society,\u201d said Kelly. \u201cIt\u2019s something we need to do and it\u2019s really cool that UMW is a part of that story, helping build bridges for people who have differences.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"

A whiteboard full of math equations \u2013 snap! A tutoring notice on a professor\u2019s door \u2013 snap! A room number sign in Braille \u2013 snap! 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