This lecture felt like a deeper investigation into the concepts presented in the Multimedia and Learning Design course, focusing specifically on the Universal Design for Learning. The topics that we discussed included both students with disabilities and complex learners which were distinguished due to the disparity in the methods used to address their needs within the classroom and schools more broadly. Both methods use accommodations or modifications to instruction, assessment, and curriculum where necessary.  

The mindset behind these accommodations should lend to providing a complex learner, or student with disability, the opportunity to participate as though they did not have their disability. This should direct lessons, assessment, and course programming in a direction that removes barriers for these students’ participation and maintains their integration within the class culture. An excellent analogy for UDL principles would be the following building design, which incorporates a ramp into the staircase so that students who cannot use discrete steps can remain integrated with the rest of their class.

Comparing this to ramps and stairs which are separated, we see that students needing these tools are forced to separate from the group unless the whole class choses the inefficient route.  

This analogy shows how classes can be adapted to integrate complex learners and students with disability without interfering with other student’s learning and can instead truly be an intentional and useful part of the course. Paying attention to this part of our lesson planning allows us to improve a hidden part of our curriculum. By including these accommodations in our classes, we teach our students to value all students in the school, not simply the neurotypical, able students. This will go on to improve the social atmosphere within the school towards these students, further improving their schooling experience.