Universal Design for Learning—A Paradigm for Maximum Inclusion | Terence Brady | TEDxWestFurongRoad

before I begin my talk could I just

before I begin my talk could I just indulge your mind for one second could I

indulge your mind for one second could I

indulge your mind for one second could I ask you to just think about your journey

ask you to just think about your journey

ask you to just think about your journey to this museum start with leaving home

your physical journey that is my

your physical journey that is my experience of Education in fact my early

experience of Education in fact my early

experience of Education in fact my early experience in life was to be born into

experience in life was to be born into

experience in life was to be born into separateness that picture has been was

separateness that picture has been was

separateness that picture has been was taken two minutes away from where I live

taken two minutes away from where I live

taken two minutes away from where I live I belong to the Catholic community and

I belong to the Catholic community and

I belong to the Catholic community and the other side belonged to the

the other side belonged to the

the other side belonged to the Protestant community so I was born into

Protestant community so I was born into

Protestant community so I was born into separateness we were not just separated

separateness we were not just separated

separateness we were not just separated physically but we were also separated in

physically but we were also separated in

physically but we were also separated in education so we had two different school

education so we had two different school

education so we had two different school systems we then were further separated

systems we then were further separated

systems we then were further separated according to ability or disability or

according to ability or disability or

according to ability or disability or learning ability or disability so this

learning ability or disability so this

learning ability or disability so this is in Northern Ireland or the north of

is in Northern Ireland or the north of

is in Northern Ireland or the north of Ireland and my experience of education

Ireland and my experience of education

Ireland and my experience of education has had a lasting impact on me it has

has had a lasting impact on me it has

has had a lasting impact on me it has kind of forced me as a professional

kind of forced me as a professional

kind of forced me as a professional educator to try and find an educational

educator to try and find an educational

educator to try and find an educational paradigm that is inclusive in June 2016

paradigm that is inclusive in June 2016

paradigm that is inclusive in June 2016 I published a paper for the Farmington

I published a paper for the Farmington

I published a paper for the Farmington Institute in the University of Oxford

Institute in the University of Oxford

Institute in the University of Oxford where I built where I’m a research

where I built where I’m a research

where I built where I’m a research fellow on the bazan and in the area of

fellow on the bazan and in the area of

fellow on the bazan and in the area of religious education the point of my

religious education the point of my

religious education the point of my research was to design a curricula that

research was to design a curricula that

research was to design a curricula that has inbuilt in it reconciliation

has inbuilt in it reconciliation

has inbuilt in it reconciliation reconciliation I am passionate about

reconciliation I am passionate about

reconciliation I am passionate about inclusion and about finding inclusive

inclusion and about finding inclusive

inclusion and about finding inclusive educational experiences for learners

educational experiences for learners

educational experiences for learners regardless of their background

regardless of their background

regardless of their background regardless of their ability or

regardless of their ability or

regardless of their ability or disability

disability

disability and to this end I share my Ted idea with

and to this end I share my Ted idea with

and to this end I share my Ted idea with you which is that I believe that the

you which is that I believe that the

you which is that I believe that the Universal Design for Learning is a

Universal Design for Learning is a

Universal Design for Learning is a paradigm for maximum inclusion now

paradigm for maximum inclusion now

paradigm for maximum inclusion now this UDL or Universal Design for

this UDL or Universal Design for

this UDL or Universal Design for Learning has a context it alls its

Learning has a context it alls its

Learning has a context it alls its origins to the study of architecture and

origins to the study of architecture and

origins to the study of architecture and an architect called Ronald meais he was

an architect called Ronald meais he was

an architect called Ronald meais he was both an architect and a wheelchair user

both an architect and a wheelchair user

both an architect and a wheelchair user he challenged designers of his time to

he challenged designers of his time to

he challenged designers of his time to design the physical sphere buildings

design the physical sphere buildings

design the physical sphere buildings parks and so forth to meet the broad

parks and so forth to meet the broad

parks and so forth to meet the broad needs of as many users or service users

needs of as many users or service users

needs of as many users or service users as possible now this was not easily easy

as possible now this was not easily easy

as possible now this was not easily easy for Ronald meais the architect and

for Ronald meais the architect and

for Ronald meais the architect and wheelchair user because to be disabled

wheelchair user because to be disabled

wheelchair user because to be disabled in his time was seen as not normal and

in his time was seen as not normal and

in his time was seen as not normal and because it wasn’t normal

because it wasn’t normal

because it wasn’t normal it didn’t require any kind of design or

it didn’t require any kind of design or

it didn’t require any kind of design or any kind of building nameís challenged

any kind of building nameís challenged

any kind of building nameís challenged the designers of his time to conduct a

the designers of his time to conduct a

the designers of his time to conduct a thing called impact research to discover

thing called impact research to discover

thing called impact research to discover who needs access to a building a park

who needs access to a building a park

who needs access to a building a park the roadway and so forth to design for

the roadway and so forth to design for

the roadway and so forth to design for diversity and eventually the design

diversity and eventually the design

diversity and eventually the design community architecture Cameron came

community architecture Cameron came

community architecture Cameron came round to his way of thinking impact

round to his way of thinking impact

round to his way of thinking impact research as my across all industry

research as my across all industry

research as my across all industry Universal Design has now become the the

Universal Design has now become the the

Universal Design has now become the the buzzword for inclusive design my

buzzword for inclusive design my

buzzword for inclusive design my Universal Design for Learning or I call

Universal Design for Learning or I call

Universal Design for Learning or I call it UDL has as its guiding principles to

it UDL has as its guiding principles to

it UDL has as its guiding principles to assist educational practitioners

assist educational practitioners

assist educational practitioners regardless of what position they play

regardless of what position they play

regardless of what position they play within the education process

within the education process

within the education process practitioners Assessors both

practitioners Assessors both

practitioners Assessors both mostly curriculum designers or builders

mostly curriculum designers or builders

mostly curriculum designers or builders to discover new ways new ways contextual

to discover new ways new ways contextual

to discover new ways new ways contextual ways of making the curriculum accessible

ways of making the curriculum accessible

ways of making the curriculum accessible regardless of the background of the

regardless of the background of the

regardless of the background of the learner I believe that UDL Universal

learner I believe that UDL Universal

learner I believe that UDL Universal Design for Learning is an effective a

Design for Learning is an effective a

Design for Learning is an effective a maximum paradigm for educational

maximum paradigm for educational

maximum paradigm for educational inclusion that is in the learning

inclusion that is in the learning

inclusion that is in the learning teaching assessing our most importantly

teaching assessing our most importantly

teaching assessing our most importantly in curriculum designing or building y

in curriculum designing or building y

in curriculum designing or building y quite simply because it is learner

quite simply because it is learner

quite simply because it is learner centered by my educational experience

centered by my educational experience

centered by my educational experience both personally and professionally

both personally and professionally

both personally and professionally husband that learning teaching assessing

husband that learning teaching assessing

husband that learning teaching assessing and curriculum design or building has

and curriculum design or building has

and curriculum design or building has been conducted remotely it has been self

been conducted remotely it has been self

been conducted remotely it has been self centered it has been focused on

centered it has been focused on

centered it has been focused on regulating the learner putting them into

regulating the learner putting them into

regulating the learner putting them into a box the person whose to experience

a box the person whose to experience

a box the person whose to experience this thing called curricula resigning

this thing called curricula resigning

this thing called curricula resigning them to a mere afterthought there’s no

them to a mere afterthought there’s no

them to a mere afterthought there’s no impact research necessary here the UDL

impact research necessary here the UDL

impact research necessary here the UDL encourages our Universal Design for

encourages our Universal Design for

encourages our Universal Design for Learning encourages educational

Learning encourages educational

Learning encourages educational practitioners regardless of the specific

practitioners regardless of the specific

practitioners regardless of the specific role in this educational process to

role in this educational process to

role in this educational process to design curricula or a curriculum with

design curricula or a curriculum with

design curricula or a curriculum with flexible differentiation inbuilt as

flexible differentiation inbuilt as

flexible differentiation inbuilt as intrinsic no learner can get lost in dot

right with UDL the curricula will become

right with UDL the curricula will become accessible using multiple flexible

accessible using multiple flexible

accessible using multiple flexible methods and putting them at the disposal

methods and putting them at the disposal

methods and putting them at the disposal of the learner now the current praxis or

of the learner now the current praxis or

of the learner now the current praxis or practice that I mostly encounter is the

practice that I mostly encounter is the

practice that I mostly encounter is the practice of I call it retrofit refit the

practice of I call it retrofit refit the

practice of I call it retrofit refit the textbook the worksheet the curriculum is

textbook the worksheet the curriculum is

textbook the worksheet the curriculum is designed to meet for the learner of the

designed to meet for the learner of the

designed to meet for the learner of the upper bound the professional the teacher

upper bound the professional the teacher

upper bound the professional the teacher must take that refit it

must take that refit it

must take that refit it retrofitted and make it accessible to

retrofitted and make it accessible to

retrofitted and make it accessible to those who cannot reach that upper level

those who cannot reach that upper level

those who cannot reach that upper level it’s called differentiation now I’m

it’s called differentiation now I’m

it’s called differentiation now I’m going to ask you to consider these two

going to ask you to consider these two

going to ask you to consider these two questions what happens to the learner if

questions what happens to the learner if

questions what happens to the learner if the teacher is not a professionally

the teacher is not a professionally

the teacher is not a professionally qualified teacher and has no training in

qualified teacher and has no training in

qualified teacher and has no training in this thing called differentiation

this thing called differentiation

this thing called differentiation question number two what happens to the

question number two what happens to the

question number two what happens to the learner when the content is not designed

learner when the content is not designed

learner when the content is not designed for them these are not unrealistic

for them these are not unrealistic

for them these are not unrealistic questions now once you universal design

questions now once you universal design

questions now once you universal design was accepted as good and accepted as

was accepted as good and accepted as

was accepted as good and accepted as inclusive it had to be Mia tons of all

inclusive it had to be Mia tons of all

inclusive it had to be Mia tons of all had to be made real no let me come back

had to be made real no let me come back

had to be made real no let me come back to your journey here did you encounter

to your journey here did you encounter

to your journey here did you encounter any difficulties physically and getting

any difficulties physically and getting

any difficulties physically and getting here did you walk on a pathway did were

here did you walk on a pathway did were

here did you walk on a pathway did were there cuts in the road how did you cross

there cuts in the road how did you cross

there cuts in the road how did you cross the road quite simply that is the

the road quite simply that is the

the road quite simply that is the product of universal design so I would

product of universal design so I would

product of universal design so I would say if Universal Design is a paradigm

say if Universal Design is a paradigm

say if Universal Design is a paradigm for maximum inclusion in the physical

for maximum inclusion in the physical

for maximum inclusion in the physical sphere right there well can it be a

sphere right there well can it be a

sphere right there well can it be a paradigm or a framework for maximum

paradigm or a framework for maximum

paradigm or a framework for maximum inclusion in the educational sphere I

inclusion in the educational sphere I

inclusion in the educational sphere I say it can be why because it can

say it can be why because it can

say it can be why because it can inclusively address the needs of all

inclusively address the needs of all

inclusively address the needs of all pupils regardless of their background

pupils regardless of their background

pupils regardless of their background ability or disability what do we have to

ability or disability what do we have to

ability or disability what do we have to do we have to be like me as the

do we have to be like me as the

do we have to be like me as the architect and view difference as an

architect and view difference as an

architect and view difference as an everyday occurrence in the educational

everyday occurrence in the educational

everyday occurrence in the educational process and celebrate that difference

process and celebrate that difference

process and celebrate that difference but conduct impact research and design

but conduct impact research and design

but conduct impact research and design for it please take a look around this

for it please take a look around this

for it please take a look around this room if there was a fire in this room

room if there was a fire in this room

room if there was a fire in this room where do you go

well this the signs to left and right

well this the signs to left and right here pointers upwards to the emergency

here pointers upwards to the emergency

here pointers upwards to the emergency exit how do you know that because you

exit how do you know that because you

exit how do you know that because you have access to the universal design

have access to the universal design

have access to the universal design language of buildings why don’t we do

language of buildings why don’t we do

language of buildings why don’t we do that with education

no I Universal Design for Learning has

no I Universal Design for Learning has as its premise its foundation that all

as its premise its foundation that all

as its premise its foundation that all education should reach as many learners

education should reach as many learners

education should reach as many learners at the same time and as possible let’s

at the same time and as possible let’s

at the same time and as possible let’s return to your journey again the

return to your journey again the

return to your journey again the physical sphere is it open to all people

physical sphere is it open to all people

physical sphere is it open to all people all service users wheelchair users

all service users wheelchair users

all service users wheelchair users mothers pushing prams bikes so would you

mothers pushing prams bikes so would you

mothers pushing prams bikes so would you ever turn to the old architecture of the

ever turn to the old architecture of the

ever turn to the old architecture of the past with no ramps or no access for

past with no ramps or no access for

past with no ramps or no access for disabled why do we continue with the old

disabled why do we continue with the old

disabled why do we continue with the old processes within education the UDL has

processes within education the UDL has

processes within education the UDL has as its foundation and that is based

as its foundation and that is based

as its foundation and that is based quite simply on evidence empirical

quite simply on evidence empirical

quite simply on evidence empirical evidence on the call on cognitive

evidence on the call on cognitive

evidence on the call on cognitive neuroscience a science that on focuses

neuroscience a science that on focuses

neuroscience a science that on focuses on understanding how we human beings

on understanding how we human beings

on understanding how we human beings learn and it concludes empirically

learn and it concludes empirically

learn and it concludes empirically through PET scans through MRI scans that

through PET scans through MRI scans that

through PET scans through MRI scans that we learners learn differently and there

we learners learn differently and there

we learners learn differently and there are ways to learning that are different

are ways to learning that are different

are ways to learning that are different so UDL does not only help educators

so UDL does not only help educators

so UDL does not only help educators differentiate it intrinsically in builds

differentiate it intrinsically in builds

differentiate it intrinsically in builds differentiation so whether the teacher

differentiation so whether the teacher

differentiation so whether the teacher is up to speed with differentiation or

is up to speed with differentiation or

is up to speed with differentiation or not the learner has access just like a

not the learner has access just like a

not the learner has access just like a modern building and an able-bodied under

modern building and an able-bodied under

modern building and an able-bodied under disabled body person has access to the

disabled body person has access to the

disabled body person has access to the building we must make the classroom the

building we must make the classroom the

building we must make the classroom the same thing

think about modern technologies today if

think about modern technologies today if you’re hard-of-hearing heart of sight

you’re hard-of-hearing heart of sight

you’re hard-of-hearing heart of sight within the classroom

within the classroom

within the classroom what about automatic speaking technology

what about automatic speaking technology

what about automatic speaking technology Braille and textbooks large font size an

Braille and textbooks large font size an

Braille and textbooks large font size an immediate removal of a barrier in the

immediate removal of a barrier in the

immediate removal of a barrier in the same way we do with buildings my many

same way we do with buildings my many

same way we do with buildings my many trained and on trained educators are at

trained and on trained educators are at

trained and on trained educators are at the stage of using assistive

the stage of using assistive

the stage of using assistive technologies I really really reject up

technologies I really really reject up

technologies I really really reject up because it accepts as a premise and

because it accepts as a premise and

because it accepts as a premise and inflexible curriculum and I think just

inflexible curriculum and I think just

inflexible curriculum and I think just like modern buildings and products we

like modern buildings and products we

like modern buildings and products we need to not return to the old ways I’ll

need to not return to the old ways I’ll

need to not return to the old ways I’ll ask you another question do you know the

ask you another question do you know the

ask you another question do you know the difference between accessing information

difference between accessing information

difference between accessing information via the internet and accessing learning

via the internet and accessing learning

via the internet and accessing learning fire inquiry based learning would you

fire inquiry based learning would you

fire inquiry based learning would you know the difference between not like for

know the difference between not like for

know the difference between not like for instance if I go home tonight and I want

instance if I go home tonight and I want

instance if I go home tonight and I want to look up and find information on the

to look up and find information on the

to look up and find information on the expansion of the universe and I do that

expansion of the universe and I do that

expansion of the universe and I do that I have access to information but access

I have access to information but access

I have access to information but access to that information does not guarantee

to that information does not guarantee

to that information does not guarantee any kind of understanding but why

any kind of understanding but why

any kind of understanding but why because I’m not a scientific

because I’m not a scientific

because I’m not a scientific scientifically treant mind so some kind

scientifically treant mind so some kind

scientifically treant mind so some kind of designed instruction must follow that

of designed instruction must follow that

of designed instruction must follow that and this designed instruction must be

and this designed instruction must be

and this designed instruction must be flexible so it can meet as many learners

flexible so it can meet as many learners

flexible so it can meet as many learners as possible that is Universal Design for

as possible that is Universal Design for

as possible that is Universal Design for Learning

Learning

Learning the UDL has its limitations it will be

the UDL has its limitations it will be

the UDL has its limitations it will be and must always be informed by improved

and must always be informed by improved

and must always be informed by improved pedagogy educational psychology

pedagogy educational psychology

pedagogy educational psychology developments in cognitive neuroscience

developments in cognitive neuroscience

developments in cognitive neuroscience etc but ideally UDL designed is designed

etc but ideally UDL designed is designed

etc but ideally UDL designed is designed to meet the needs of a full range of

to meet the needs of a full range of

to meet the needs of a full range of learners with sensory motor linguistic

learners with sensory motor linguistic

learners with sensory motor linguistic abilities or disabilities or specific

abilities or disabilities or specific

abilities or disabilities or specific learning difficulties SLDS or even it

learning difficulties SLDS or even it

learning difficulties SLDS or even it could meet the needs of conflict

could meet the needs of conflict

could meet the needs of conflict areas designed reconciliation like the

areas designed reconciliation like the

areas designed reconciliation like the curriculum I designed and is currently

curriculum I designed and is currently

curriculum I designed and is currently on the desk of the Department of

on the desk of the Department of

on the desk of the Department of Education in Northern Ireland

Education in Northern Ireland

Education in Northern Ireland so UDA will offer ways of planning and

so UDA will offer ways of planning and

so UDA will offer ways of planning and goal setting which do not confuse the

goal setting which do not confuse the

goal setting which do not confuse the end with the means of getting to the end

end with the means of getting to the end

end with the means of getting to the end and that is extremely important UDL is

and that is extremely important UDL is

and that is extremely important UDL is not and will not always meet the needs

not and will not always meet the needs

not and will not always meet the needs of all pupils at all times everywhere

of all pupils at all times everywhere

of all pupils at all times everywhere however I do Kim and it is my idea that

however I do Kim and it is my idea that

however I do Kim and it is my idea that UDL Universal Design for Learning

UDL Universal Design for Learning

UDL Universal Design for Learning maximizes inclusion our access to

maximizes inclusion our access to

maximizes inclusion our access to information and to learning and to

information and to learning and to

information and to learning and to understanding I conclude therefore by

understanding I conclude therefore by

understanding I conclude therefore by not claiming UDL as a silver bullet it

not claiming UDL as a silver bullet it

not claiming UDL as a silver bullet it will not heal all of our educational

will not heal all of our educational

will not heal all of our educational deficiencies however I am saying that it

deficiencies however I am saying that it

deficiencies however I am saying that it won’t provide accessibility to as many

won’t provide accessibility to as many

won’t provide accessibility to as many learners with abilities or disabilities

learners with abilities or disabilities

learners with abilities or disabilities in the same classroom Universal Design

in the same classroom Universal Design

in the same classroom Universal Design for Learning employed with all current

for Learning employed with all current

for Learning employed with all current pedagogical good practice or best

pedagogical good practice or best

pedagogical good practice or best practice can play a role in maximum

practice can play a role in maximum

practice can play a role in maximum differentiation without losing any

differentiation without losing any

differentiation without losing any learner within the process of Education

learner within the process of Education

learner within the process of Education I conclude therefore by promoting this

I conclude therefore by promoting this

I conclude therefore by promoting this my ID effort head that Universal Design

my ID effort head that Universal Design

my ID effort head that Universal Design for Learning is a paradigm for maximum

for Learning is a paradigm for maximum

for Learning is a paradigm for maximum inclusion thank you

inclusion thank you

inclusion thank you [Applause]

[Applause]

[Applause] you

you

you [Music]