Applying Universal Design for Learning Principals to Virtual Learning
Universal Design for Learning is a set of principles that seek to ensure that every learner is able to access education on an equal playing field. These principles are relatively easy to apply in a traditional academic setting, with a bit of effort and creativity, and I think that they can be applied just as easily in a virtual setting. The focus, for the purposes of this post, will be on how to apply these principles to a Zoom class, but I think much of this will be able to be applied more broadly within the realm of virtual education.
Principle 1. Provide multiple means of representation: Make the learning materials, as well as the lessons, accessible and engaging for all students.
How can this be accomplished on Zoom?
Use closed captioning if you have students with hearing loss, who are deaf, or who need visual representation of the spoken word. This is possible to do through Zoom or a third-party service. Here is a link for instructions on using closed captioning for a Zoom meeting: https://support.zoom.us/hc/en-us/articles/207279736-Closed-Captioning
Use a mix of spoken word and visuals whenever you are presenting new information. This can be done by using the screen share option to display videos, images, instructions, or a Power Point slide.
Present materials in other creative ways, in addition to the above. This might be as a silly, memorable song, as a comic, through telling a story, etc.
Principle 2. Provide multiple means of engagement: Make the learning interesting and relevant for all students. Allow participants to learn the material flexibly, based on their interests and what is relevant to them.
How can this work in a Zoom meeting?
Offer several options for students to engage in the conversation. Allow for verbal answers, answers typed into chat, or for students to just listen.
Get to know the students in your class, and create engaging activities surrounding their interest areas, where possible.
Design learning activities that are multi-sensory and engaging for multiple types of learners. Switch these up, or even better, allow for the same learning to be engaged in in multiple ways. For example, for a math lesson, the teacher could show an engaging video using screen share, model the problem on the white board, then have the students use manipulatives to work out the problems before finally completing it independently on paper.
Include as many engaging activities as possible, appealing to various types of learners. Provide movement-based challenges, have students engage in art, crafts, or building related to the topic area, play fun games that reinforce the learning, or have trivia challenges. These are just a few ideas. Get creative, and engage students in as many ways as possible so that there is something that works for everyone.
Principle 3. Provide multiple means of action and expression: Give students flexibility in the ways they show what they’ve learned.
How can this work in a Zoom meeting?
Allow students choice in how they will display their learning. Examples include:
Give multiple writing prompts that each appeal to different types of learners, and allow them to choose one.
Allow students to choose how they will express what they’ve learned during the Zoom class. Ideas could be: creating an outline or graphic organizer about concepts covered, writing a paragraph about what they learned, drawing and labeling a picture or diagram, or responding to the topic by making a video or audio recording.
If a more traditional quiz or assessment needs to be used, allow students to choose to take it through an online program or to have a hard copy e-mailed to them. Make sure that the format of the assessment works for everyone (is not too “busy,” uses straightforward wording, has clear instructions, etc.) Allow students to choose only some of the questions to answer. For example, they might pick 10 out of the 15 questions that they feel most comfortable answering.
Other Tips for Hosting Successful Zoom Meetings with a Neurodiverse Population
Keep the classes developmentally appropriate in their pace and length.
For younger elementary students, 20 mins might be the maximum length of engagement, while older elementary students can often do 40 mins. Middle school students through adults can often stay engaged for an hour, or somewhat longer, depending on the content and format. If students are taking multiple Zoom classes throughout the day, their attention span for engagement will be even less. The more active, participatory, and engaging activities, the better!
Think through accommodations for those students who cannot engage as long as the rest of the class. How will you deliver the content to those students? Can you front-load important information, have a parent or caregiver assist students who need help to stay present and engaged, send them materials after the meeting, or find a more engaging format to present materials?
If you have students with shorter attention spans, build in movement breaks.
Consider designing the class so that the first half of the time is used for presenting critical information, while the 2nd half is enrichment only. That way students with a shorter attention span can leave after the first part of class if they choose to.
Another option is to work out an arrangement with certain students that you will give them a cue (via a private chat message or gesture that you’ve agreed upon before the class), which signals them that they can disengage (take a break) for a bit. Obviously, it might be difficult to get the student re-engaged after this, so make a plan with the parent or caregiver about how to best handle this.
Choose a structure or rhythm for the class that you will follow each session. Content and activities can change, but keeping the format similar each week will help students feel more comfortable.
Provide a brief overview of what students can expect each class, including the schedule for the day, any activities, and what will be expected of the student.
What materials should they have ready?
Should they be taking notes?
Will they be expected to engage, or can they mute themselves and just listen?
Will they be expected to remember the information being presented for an assessment or assignment?
Use the tools available on Zoom to keep the meeting productive and structured.
Mute students who are not speaking, or ask them to keep themselves muted unless they are speaking.
Encourage students to use the hand raise feature, and have them use any other code you develop, such as thumbs up or down to answer yes or no questions.
Use screen share to share instructions, instead of only saying them out loud. Set the screen so that only you can write on it, unless you are working on a group activity.
Understand that some students feel shy or awkward on Zoom, and never force anyone to share if they don’t feel comfortable. Allow students to participate without video if they are uncomfortable being seen on camera.
For more ideas on creating an accessible learning environment for all students, as well as a survey that can be used to send to parents to get an idea of students’ individual needs, please e-mail me at megan@neurodiversityempowerment.com