Taking Action: Module 6.

4
Natasha Dash

To make curricular materials accessible to all learners, educators need to consider how students learn. Educators need
to find ways to expand and adapt teaching styles to fit student’s needs as well as “design instruction that could change based
on students’ need” (Parrish, 2019). An essential question that educators need to consider is: How will my students show me
what they have learned? According to Cast (2008), “learners differ in the ways that they can navigate a learning environment and
express what they know.” For this reason, “there is not one means of action and expression that will be optimal for all learners;
providing options for action and expression is essential” Cast (2018).

Educators can provide students with multiple means of action and expression by providing choice and support (Self-paced
Access MOOC, 2016). An essential question that educators need to consider when planning is: What is the goal of this assignment
and what accommodations can be made to provide choice and support? Parrish recommends “survey[ing] students to find out what
they already know and questions they have about the new topic.” The information from the survey can then be used to “scaffold
instruction and make lessons more relevant to student” (2019).

Educators can reduce barriers and provide students with multiple means of action and expression by “providing materials with
which all learners can interact” (Cast, 2018). Based on the UDL Guidelines, The Michigan Technological University (2022)
recommends the following options for response and navigation, and supporting the use of assistive technologies and tools:
• Written response on paper, typed responses, or mouse-controlled responses
• Physical interactions with materials via hand, voice, keyboard, etc.
• Requirements of rate, timing or range of motor action necessary for interacting with materials or technologies
• Support keyboard-only interactions in addition to mouse-based responses
• Use software that supports keyboard-only control

Educators can reduce barriers and provide students with multiple means of action and expression by providing “alternative
modalities for expression…to allow the learner to appropriately (or easily) express knowledge, ideas, and concepts in the learning
environment” (Cast, 2018). Based on the UDL Guidelines, Giraldo (2021) recommends the following options for use of multiple
media for communication, options for use of multiple tools for construction and composition, and options to build fluencies
with graduated levels of support for practice and performance:
• Text, speech, drawing, illustration, comic strips, film, music, performative arts, sculptures, videos, etc.
• Physical manipulative such as 3D models, blocks, etc.
• Social media and web interactions
• Allow the use of spell and grammar checkers and word prediction software
• Offer text to speech software, human dictation, recordings
• Provide calculators, graphing calculators, geometric sketchpads, or pre-formatted graph paper
• Provide storyboards or mind mapping tools
• Allow for music and/or mathematical notation software
• Use models to demonstrate outcomes and show how to replicate
• Provide differentiated mentors such as teachers, tutors, and peers who can provide different approaches to
collaboration, feedback, problem solving, and guidance
• Scaffold the information, so that challenges come gradually as leaner gain more knowledge and independence
• Give examples of innovative solutions to real-life problems
.
Some challenges I see emerging for educators attempting to make curricular materials accessible include:
• Availability/funding of technology
• Availability/lack of support staff and trained teachers
• Time/Schedules
• Class size
• Classroom space/layout
 References

CAST. (2018, January 12). UDL: Action & Expression. Retrieved June 12, 2022, from https://udlguidelines.cast.org/action-expression

Giraldo, E. (2021, September 8). Universal Design for Learning: Multiple Means of Action & Expression. KnowledgeOne. Retrieved

June 12, 2022, from https://knowledgeone.ca/universal-design-for-learning-multiple-means-of-action-expression/

Michigan Technological University. (2022). Universal Design for Learning (UDL) | William G. Jackson Center for Teaching and

Learning | Michigan Tech. Retrieved June 12, 2022, from https://www.mtu.edu/ctl/instructional-resources/universal-

design-for-learning/

Parrish, N. (2019, May 15). Ensuring That Instruction Is Inclusive for Diverse Learners. Edutopia. Retrieved June 12, 2022, from

https://www.edutopia.org/article/ensuring-instruction-inclusive-diverse-learners

Ralabate, P. & American Speech-Language-Hearing Association. (n.d.). Universal Design for Learning: Meeting the Needs of All

Students. Reading Rockets. Retrieved June 12, 2022, from https://www.readingrockets.org/article/universal-design-

learning-meeting-needs-all-students

Self-paced Access MOOC. (2016, May 3). Strategic Learning Networks [Video]. YouTube.

https://www.youtube.com/watch?v=MSZvVMx7oro&feature=youtu.be