2017 UDL Symposium has ended

 Welcome Letter with Pre-Conference Details
 Session Evaluation
 Goal Setting Organizer

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Monday, July 31 • 1:00pm - 1:18pm
How to Move from Access to Community

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All learners must have equitable opportunities to achieve their greatest potential. The long-term impact of social justice pedagogy on learning can potentially be achieved through framing Universal Design for Learning (UDL) through a disability studies lens.
Inclusion is often conceived of as a program focused specifically on serving students with disabilities in the general education classroom. The UDL framework has been promoted as an effective approach to this end for two decades. Some scholars, particularly within the field of Disability Studies in Education (DSE), have suggested that this view of inclusion may be limited, and that inclusion is more appropriately considered as an enterprise to achieve a democratic education for all students, not just those with disabilities. This latter perspective aligns with DSE claims that UDL can serve to reconceptualize the meaning of inclusion toward a social justice framework for education.
One potentially critical dimension to moving inclusion forward to embrace the social justice possibilities of UDL is teacher preparation. Further, preparing teacher educators to effectively convey and model these concepts is prerequisite to shifting theory and practice.
This session makes the case for embedding the tenets of DSE into a faculty learning community on UDL and within special education teacher preparation. Drawing on findings from a recent study that explored the efficacy of training in UDL for helping pre-service teachers see the difference between including students with disabilities in general education settings and creating communities of learners in socially-just classrooms, this UDL Spotlight will outline strategies for enhancing the relationship between UDL and social justice pedagogy within teacher preparation and the faculty learning community. Finally, the presenters will invite participants to engage in an introspective evaluation of their own applications of UDL in relation to the findings conveyed in this presentation and to consider possible incorporation of these concepts in their own practice.
Descriptions and explanations of the supporting, illustrative slides will be embedded into the dialogue of the presenters. The slide presentation, replete with tagged images and charts, will be made available to CAST for sharing with symposium participants.


Chris Lanterman

Principal Lecturer, Northern Arizona University

Monday July 31, 2017 1:00pm - 1:18pm EDT
Founders room