Last fall, I took an introductory course on Universal Design for
Learning. Universal Design
for learning is a set of principles for teaching in order to provide support to
all learners, regardless of learning differences, so they can access the
curriculum (Meyer, Rose, & Gordon, 2013). If you are not familiar with it, this
short video gives a brief
overview. During the online course, I participated in some insightful and
valuable conversations through the discussion board. Lots of the discussion centered around
the fact that there is great diversity in how students learn and why the term
“learner variability” should replace “learner disability.” Students differ in many ways,
including the way they comprehend information, the way they express themselves,
and in the ways they are best motivated and engaged. A teacher’s role is to provide
flexibility in instruction and assessment in order to address these differences
and enable all students to progress toward curriculum goals.
While taking the course I spent a lot of time reflecting on the
students I teach. As a
literacy specialist, I work with struggling readers. Some of my students have great
difficulty decoding the text, while others can decode, but aren’t showing an
understanding of what they have read. I
thought a lot about one student in particular, a second grader. Even with reading intervention he was
struggling with decoding and encoding. But,
when discussing a text he was often very insightful and could explain a theme
or a character’s traits better than the other students in the group. When we were reading nonfiction texts
he always had information of his own to extend our discussion of the topic. This was a student with lots of
background knowledge he had collected from various sources: television, the
internet, field trips, visits to a museum. This was a student who was learning
a lot through visual and hands-on experiences. This student also demonstrated his
learning better through speaking than writing. Reading and writing were a chore for
him since it was such a challenge, but in contexts where these tasks were
removed he had the ability to excel.
Reading and writing are at the core of learning in the elementary
grades. When readers
struggle we provide them with intervention and supports so they can become
proficient readers and writers. Some
students continue to need these intervention and supports as they move through
the grade levels. Many of
these students are aware of their challenges and difficulties with reading. Teachers can help make students aware
that there is variability in how they learn and everyone has their own
strengths and weaknesses. There
are two books that I will share with students to help send this message. One is a chapter book and the other is
a picture book. Both
feature main characters who realize that they are different from their
classmates and are trying to navigate the school setting even though they don’t
excel in the typical academic areas. They
both gain a sense of empowerment when they realize their strengths. These books can help students accept
their own learning differences and discover their strengths.
Fish in a Tree by Lynda Mullaly Hunt
Ally finds school very challenging because of her difficulties
with reading and writing. Her
attempts to hide her difficulties often get her in trouble and she’s gained a
reputation as a student with a behavior problem. With the help of her teacher, she
learns she has dyslexia and begins to learn to read. She realizes that her difficulties
with reading don’t make her “dumb.” This book would be a great read-aloud and
could spark conversations not just about differences, but also kindness,
acceptance, and friendship.
I Will Never Get a Star on Mrs. Benson’s
Blackboard by Jennifer Mann
Rose thinks she will never get a star on her teacher’s blackboard
because she answers math questions incorrectly, she doesn’t read loud enough,
and her desk is a mess. After
the class has a visit from an artist, Rose creates a thank-you card that Mrs.
Benson admires. In the end,
Rose’s artistic strength earns her a star on the blackboard. Although a simple text, many students
will be able to relate to Rose.
Resource:
Meyer, A., Rose, D.H., & Gordon, D. (2013). Universal design for learning: Theory
and practice. Wakefield,
MA: Cast Professional Publishing.