UDL & the Continuum of Supports
Thursday, 2nd November 2017
To work, Universal Design for Learning requires the support of national policies and implementation frameworks, along with commitment across the whole institution to reducing barriers in the learning environment and in turn, a recognition that inclusion requires a continuum of supports that reaches from the classroom to the disability support service and which incorporates the provision of reasonable accommodations.
The Inclusive Education Pyramid shown above demonstrates the varying levels of support required.
Level 1: The majority of students
With the incorporation of UDL principles into the mainstream teaching, learning and assessment practice of the institution, the majority of students can have a successful learning experience without additional support. It's important to note that all students with disabilities should still be afforded the opportunity to complete a Needs Assessment, even if their needs can be met in the mainstream.
Level 2: Students with similar needs
In some cases, students with similar needs who required additional support can have support provided in a group setting. Examples of this would include group learning support sessions and examinations in alternative venues for students with similar exam needs. In some cases, these supports will be prescribed as a result of a needs assessment with a specialist service (e.g. the disability support service). In other cases, group supports main be available to all students in the mainstream (e.g. learning support services).
Level 3: Individual accommodation
Individual reasonable accommodations remain a very important part of an inclusive institution. Some students require individual supports such as Assistive Technology or flexibility with examination deadlines which enable them to participate fully in the learning experience. These supports will be prescribed as a result of a needs assessment with a specialist service (e.g. the disability support service).
Level 4: Personal assistant
Sometimes students might have the need for more personal, professional supports, in addition to individual accommodations like those outlined in Level 3. For example, students with certain disabilities may require the use of a personal assistant on campus, or in an exam setting, a reader or scribe. Like those in Level 3, these supports will be prescribed as a result of a needs assessment with a specialist service (e.g. the disability support service).