Universal Design For Learning And Dyslexia: Strategies For Successful Learning

Difficulties Faced by Students with Dyslexia

Part 1 

Discussion of the strengths and areas of need of the student 

According to Tsampalas, Dimitrios, Papadimitropoulou, Vergou & Zakopoulou (2018) the students suffering from dyslexia face difficulties in writing, reading , poor speech and spelling mistakes. As per the National Joint Committee on Learning Difficulties, “ Learning Difficulties indicate a diverse group of disturbances which arise from severe difficulties  confronted  by the students  in the learning and use of speech , writing, reading , learning situations and logical thinking.

One of the most common learning disability is dyslexia. It is generally considered as a syndrome which is identified as a learning disability pertaining to neurological disorders and does not necessarily mean less intelligence or capability to imbibe education. It is an element of heredity which results in creating hindrances for the individual by decreasing his /her learning skills.  The students suffering from dyslexia face difficulties in pronouncing, writing, reading and even in speaking.

So, in most of the classes, the learning activities are based upon the writing and reading, so it is important to analyze the difficulties faced by such students and to enhance their progress through applying appropriate strategies. Specifically, dyslexia represents the insufficiency in the processing of distinct language units which are the phonemes which make up the verbal and the written words. So, a special, oriented, structured and organized educational procedure should be designed for students suffering from dyslexia along with an early assessment of to assist them to participate successfully in the learning procedures (International Dyslexia Association, 2017).

So, the value of early identification of the syndrome is equally important in dealing with dyslexia along with the timely application of the alternate learning methodologies. Therefore, adequate application of the early childhood education techniques on the children suffering from dyslexia has shown that most of them are able to manage to do the normal classroom work (Casserly, 2013).

So, in this context, Universal Design for Learning are the strategies utilized by the teachers to make sure that all the students have equal opportunity for learning. These guidelines assist in selecting the strategies which eliminate the barriers in instructions so that all the children can accomplish their learning objectives.

Explanations and justification of the various approaches of Universal Design of Learning 

As per Cortiella (2014), there is a new approach to teaching and learning which can minimize the challenges faced by the students suffering from dyslexia. It is known as Universal Design for Learning (UDL). It is a notion which can dramatically transform all the experiences of the school and achievement of the students suffering from learning disabilities (LD). It can transform the methods regarding how the data is presented to all the pupils and the methods through which all of them are capable to show what they know.

Universal Design for Learning

The implementation of UDL principles should be applied in the evaluation of syllabus and evaluations can widen the prospects for the students suffering from dyslexia and shift their emphasis from a ‘student deficit approach’ to a ‘student success approach’. The three approaches of UDL can be explained as under. The first approach pertains to providing multiple means of action and expression or how to enable the student to learn. It is based on the strategic networks of the brain –the framework which are used for planning and performing the tasks. The pupils vary in the ways they can navigate the learning environment and in expressing what knowledge they have imbibed in themselves. Through the multiple means of action and expression, there are different ways for the children to depict what they have imbibed. It may include multiple choice tests, verbal presentations and group projects( Hall, Meyer & Rose,2012).

The second approach is what the student will learn. It is based on the principle which forms the basis of the recognition network of the brain utilized to recognize and classify what to listen , perceive and read.  The multiple means of representation involved are based on the identification framework of the brain which is used to identify and classify the perceiving, listening and reading power of the student. Inculcating multiple means of representation into the curriculum helps the students with learning disabilities as they often face the difficulty of accessing the traditional education system like books etc.
So, in this regard, the UDL design starts with digital formats. The curriculum of UDL comprises of in-built options such as video, text and audio so that the pupils can use the study particulars  using multiple senses which can be integrated with their learning choices (Katz, 2012).

The third aspect relates to why the students should learn the UDL methodology. It is based on the affective areas of the brain. As the students vary in the ways they can be motivated or involved in learning. So, the multiple means of engagement offers solutions to the problems confronted by the student which is related to lack of encouragement to learn because of the hindrances posed by the learning complications.  The UDL designs curriculum which helps the students to provide a wide variety of techniques in the learning environment and guide the tutors to alter the designs according to the weakness and strengths of the students (Garbo,  Mangiatordi & Negri, 2012).  

Approaches of Universal Design for Learning

 Part-2

Application of UDL framework to formulate a lesson plan in assisting the student suffering from dyslexia 

Color key:

Multiple means of representation

 Multiple means of expression

Multiple means of engagement

 

Mathematics
Standard 8 24.06.2018 Subject: Mathematics
Timings	Organization	Teaching strategies
15 minutes	Multimedia collections of images of math problems along with sounds and text.	The student should be encouraged to understand and comprehend the various mathematical concepts through the electronic text to speech conversion software. She should be motivated to participate in groups.  Furthermore, the groups should be given a common the numerical problem and with the help of digital voice record and play backs, she  should be taught the various mathematical concepts.
10 Minutes	Multimedia glossary and cross media alternatives.	A map of key ideas should be provided to her so that she can resolve the mathematical problems. The e-text outline with text to speech conversion software can assist her to access and understand the problems and their solutions. With the help of multimedia recording, digital cameras and image digitizing, the teachers can help the student to learn the concepts and find ways to solve the numerical and word problems of mathematics (Al Hazmi & Ahmad,2018).
5 minutes	Digital photographs with recorded sounds and stories depicting the outline of the project.	She can also be taught by providing them web page with collection of images. The mathematical problems can also be taught by media banks –images, sounds, animations and videos and through web site design techniques such as home page and dream weaver (ASCD, 2018).
15 minutes	Templates to structure the work of the students.	The web pages with attached sources for library research along with a collection of online resources which are linked to outline of the key project parts. The collections of completed projects, work of the experts and teacher-generated examples should be depicted through web links. The multimedia collections such as stories, facts and data as stated in the project can be depicted through online templates.  The student should be encouraged to express what she has understood with the help of multimedia presentation tools.

10 minutes

Word processor with spell check features and word processors which interact with the student such as Kid Pix should be installed in the computer systems of the students. The built-in calculators, clip media and the text to speech software for content writing should also be used by the student (Quaglia, 2015).

As per Pino & Mortari (2014) the lesson plan using the UDL approach can help the student to improve her study skills. The study skills are the strategies which the student employs to manage the written texts such as reading slowly and saying out in a loud voice. She can identify the key points and study them by utilizing the visual techniques such as color coding and concept maps which are helpful for the memory.

The lesson plan also comprises of compensatory strategies to be used by the teachers such as downloading and printing power point presentation and record their lectures prior to the lectures. The student has also taken assistance from friends and family members in various aspects of the study such as writing and obtaining notes (Rose, Johnston & Boogart, 2013).

She has used essay plan diagrams which can help her to increase her learning capabilities. The essay plan diagram can help to decrease the distractions and assist the student to reveal an awareness of her own abilities, weakness and prioritized learning style. It can help the student to understand her emotional reactions and her capability to create surroundings which minimize the negative impacts. The lesson plan has also stated that the level of interest in the subject could affect the prospects of success in the particular field (Pavey, 2015).

Another learning strategy advised by the lesson plan is interacting with the subject matter in detailed manner with the help of text to speech conversion software and multimedia collections of images of math problems with sounds and texts. The lesson plan has assisted the student through its interactive teaching styles which have encouraged her to get actively involved in the learning process.  She has been motivated to interact with the course material. It has adopted a student-centered style which analyses the student’s background knowledge about the subject and makes her accountable to overcome dyslexia (Smith, Leconte & Vitelli, 2012).

The lesson plan has empowered the student to speak in her own voice and use the language and vocabulary of her own convenience. The graphical representation of the subject material and formative feedback of the student have proved to be useful in enhancing her learning process. So, with the help of UDL learning model, the dyslexic pupils can be encouraged to overcome their weakness by using their strengths (Strimple, 2013).

Lesson Plan for Mathematics using UDL Principles

Conclusion:  

Hence, to conclude, it can be said that UDL learning model can prove to be a useful tool for responding to the challenges faced by the dyslexic students in inclusive settings. They provide personal support and adjustments so that the students can learn as per their own convenience. It assists the teachers to formulate the courses in flexible and multi-layered ways so that manifold formats of delivery of teaching material can fulfill the necessities of the various pupils. It also helps in designing personal curriculum as per the needs of the students who face further difficulties and addresses to their special needs.

The student in the given case study has been suffering from dyslexia. She is facing problems with processing, visual scanning and working memory. She is also facing problems with pronouncing and sequencing things for resolving the problems.  In spite of all the difficulties faced by her, she has robust vocal and creative skills. She learns excellently with colors and when her hands are engaged in something. She is 10 years old and studies in 5^th Standard.

She confronts issues while taking notes from the board due to her difficulties to deal with spellings and visual scanning. Moreover, she faces problems while sitting and learning in the classes specifically for those subjects which are difficult for her to understand. Due to her difficulties with working memory, sequencing and reading, she has been struggling with the story and numerical problems in mathematics. However, her analytical skills are excellent    when she could correlate abstract ideas and thinking at the macro level and leverage her strengths. So, when she could correlate the problems to a real-life situation, she could come up with innovative solutions and understand the notion (The Regents of the University of Michigan, 2018) .

So, as per the given case study, the strengths of the student and the areas of need shall be discussed along with describing the learning needs of the students. By using the universal design for learning method various approaches shall be applied to develop the lesson plan for the student.

References:

Al Hazmi, A. N. & Ahmad, A. C. (2018). Universal Design for Learning to Support Access to the General Education Curriculum for Students with Intellectual Disabilities. World Journal of Education, 8(2), 66.

ASCD(2018). Teaching Every Student in the Digital Age. Retrieved June 23rd, 2018 from https://www.ascd.org/publications/books/101042/chapters/[email protected] 

Casserly, A. M. (2013). The socio?emotional needs of children with dyslexia in different educational settings in Ireland. Journal of Research in Special Educational Needs, 13(1), 79-91.

Cortiella, C.(2014). Parent Advocacy Brief. Retrieved June 23^rd, 2018 from https://ollibean.com/wp-content/uploads/2014/07/A-Parents-Guide-to-Universal-Design-for-Learning-UDL.pdf 

Garbo, R., Mangiatordi, A. & Negri, S. (2012). A Computer-Based Support to Guided Note Taking: A Preliminary Study on University Students with Dyslexia. International Journal of Technology and Inclusive Education (IJTIE), 1(2), 52-59.

Hall, T. E., Meyer, A. & Rose, D. H. (2012). Universal design for learning in the classroom: Practical applications. Guilford Press.

International Dyslexia Association (2017). Dyslexia in the classroom: What every teacher needs to know. International Dyslexia Association.

Katz, J. (2012). Teaching to Diversity: The three-block model of universal design for learning. Portage & Main Press.

Pavey, B. (2015). The UK’s Dyslexia-friendly Initiative and the USA’s Universal Design Movement: Exploring a Possible Kinship. Asia Pacific Journal of Developmental Differences, 2(1), 39-53.

Pino, M.  & Mortari, L.(2014). The Inclusion of Students with Dyslexia in Higher Education: A Systematic.Review Using Narrative Synthesis.  John Wiley & Sons, Ltd.

Quaglia, B. W. (2015). Planning for student variability: Universal design for learning in the music theory classroom and curriculum. Music Theory Online, 21(1).

Rose, D. H., Johnston, S. C. & Boogart, A. E. V. (2013). Theme Editors’ Introduction: Technology And Dyslexia-Part 1. Perspectives on Language and Literacy, 39(4), 7.

Smith, F. G., Leconte, P. & Vitelli, E. (2012). The VECAP position paper on universal design for learning for career assessment and vocational evaluation. Vocational Evaluation and Career Assessment Professionals Journal, 8(1), 13-26.

Strimple, C. (2013). Disability studies as a liberatory project: implications for the classroom. Union Seminary Quarterly Review, 64(2-3), 1-11.

The Regents of the University of Michigan(2018). Case Studies. Retrieved June 23rd, 2018 from https://dyslexiahelp.umich.edu/professionals/students-strengths-and-interests/case-studies 

Tsampalas, E., Dimitrios, S., Papadimitropoulou, P.,Vergou, M. &  Zakopoulou, V.(2018).Learning Paths and Learning Styles in Dyslexia: Possibilities And Effectiveness – Case Study Of Two Elementary School Students Aged 7 Years Old. European Journal of Special Education Research,3(1),25-41.