Providing Access to Engagement in Learning: The Potential of Universal Design for Learning in Museum Design

Abstract

Following passage of the Americans with Disabilities Act of 1990 (ADA), many museums improved the accessibility of their facilities. Even so, individuals with disabilities still lag behind in participation and engagement in museum experiences. Universal Design for Learning (UDL) provides an alternate model for the design of museum programs and exhibit spaces, one that is more aligned to progressive concepts of disability, providing not only physical access but also access to engagement in learning. In this article we argue that UDL has the potential to substantially improve the design of informal learning environments. Through two illustrative examples, we describe how the UDL design guidelines can be used to improve the probability that engagement will occur as individuals interact with exhibits, programs, and people in museums.Gabrielle Rappolt-Schlichtmann (gschlichtmann@cast.org), Harvard Graduate School of Education and CAST, Inc. Samantha G. Daley (sdaley@cast.org), CAST, Inc.; 40 Harvard Mills Square,

Beyond performance data: Improving student help seeking by collecting and displaying influential data in an online middle‐school science curriculum

“…In this study, an initial exploration, our approach was to provide minimal guidance beyond understanding what data were represented on the reports. A core premise of the instructional framework is that students can identify for themselves their instructional needs more effectively than can the system, strategically using what is available to groom an appropriate, individualized path through the curriculum (Rappolt‐Schlichtmann & Daley, ; Rose & Meyer, ). Having students act as key decision makers may reduce the challenge in online help seeking of the system's limited information (Aleven et al , ).…”

“…Central to curriculum design under UDL is the inclusion of flexible environments that support and provide (1) multiple ways to access information and knowledge (the “what of learning”); (2) multiple ways to approach strategic tasks (the “how” of learning); and (3) multiple ways of getting and remaining engaged in learning (the “why” of learning) (Meyer et al , ). Incorporating flexibility and offering contextual supports allow students to customize learning to their individual needs and groom a path of appropriate challenge through the instructional process (Rappolt‐Schlichtmann & Daley, ). This approach can guide both classroom instruction and online learning, and it has been incorporated into several blended learning environments.…”

Transformative Models in K-12 Education: The Impact of a Blended Universal Design for Learning Intervention

“…Rappolt-Schlichtmann, 2013). Similar results were concluded from a UDL interventionconducted by Kumar & Wideman in 2014.…”

“…Similar results came out of Rappolt-Schlichtmann et al, 2013 study that tested the impact of implementing a UDL designed a web-based science notebook in 28 different K-8 classrooms. Students in classrooms that utilized the UDL science notebook experienced "improved science content learning outcomes," as compared with their counter-parts who utilized traditional paper-and-pencil science notebooks (Rappolt-Schlichtmann et al, 2013).…”

“…Since its' introduction in the 90's, the reported impact of integrating UDL has been favorable. UDL has been credited with increasing student academic self-efficacy, student academic achievement, and student engagement (Abell, Jung & Taylor, 2011;Kortering, McClannon, & Braziel, 2008;Meyer et al, 2014;Rappolt-Schlichtmann & Daley, 2013;Schelly, Davies & Spooner, 2011) As a note, the research on UDL has been heavily criticized for not possessing enough empirically valid studies (Edyburn, 2010;Rao et al, 2014). Additional experimental studies are more commonly found at the higher education level; this review includes studies from both the K-12 and higher education sector.…”