Reflective Entry #2

 Reflective Entry #2

The world of education has had a dramatic shift, it has moved from being driven by content knowledge to a focus on our tamariki's wellbeing and their diverse educational needs. We as educators need to find a way to bridge the gap between what we know works as educators while still involving our stakeholders, bringing them into the new era of education where they still feel safe and informed. Bae states “without a systematic way to interrupt current practice in the classroom the impact of these barriers is repeatedly faced by each generation without significant forward motion to break the cycle once & for all” (2018). Therefore, our stakeholder's views are integral to the development and implementation of UDL within our school. While researching the principles of UDL we have discussed the needs of our Tamariki, the influence of our local community, the alignment to our national education system and connections with current global theories.

In the design of our new building we have discussed, researched (and stressed) over the setup and what will work for our tamariki and the various stakeholders. We have discussed how we can use digital technology and collaborative practices to empower our tamariki to produce better student outcomes.  We have researched the ways in which we can develop systems where our stakeholders are aware of the philosophies we are using and how they are improving our student's knowledge and behaviour.  We have dissected the various ways that our national colleagues are approaching education and best practice in UDL.  Finally, through research, we have noticed a trend developing internationally where there is a growing shift towards a more inclusive and collaborative approach to teaching and learning.

 

When looking at the perspective of our students using UDL, it allows for equal learning opportunities over all the subject areas.  They have access to tools as well as the support to discuss and show their own learning in ways that work for them as an individual.  Their teacher will be responsive and be open to discussing their next learning steps and invite feedback on their own teaching methods. UDL also encourages problem-solving and the development of students learning through their own interests, and encourages student problem solving and decision making. 

 

The lack of this is a massive issue in single-cell schools in New Zealand, where timed tests, whole-class instruction on the mat and no chance for "student voice" has been the norm. Boaler (2005) states that time limitations for learning can have a very negative impact on learning outcomes. She discusses how students who have to do tasks in a certain amount of time will then avoid answering any questions that need deeper problem solving or decision making.  The Ministry of Education states that UDL actually “ identifies and removes barriers to learning hidden in the way we routinely do things”.  This is our goal; a newly designed space that is made with the individual student in mind with a curriculum that allows them to discover and reach their full potential.

The Ministry of Education states that as educators implementing the Universal Design for Learning philosophy, we need to “partner with whānau and welcome their diverse perspectives” (n.d)  These are our second set of Stakeholders.  Traditionally, parents are on the periphery of education, they wait at the door at the end of the day to pick up their child and might see their child’s teacher once a year to look at their child’s progress.  With UDL our parents are invited in to not only discuss their child's progress but to participate in the development of the learning environment for their child, being involved from the ground up.  With UDL our whanau will see that we understand that their child is unique and that their teacher and the environment that they learn in will be catered especially for them.  Most importantly, their child’s learning needs will be met.  In our diverse culture at St Joseph’s Pukekohe, we will also have a range of digital tools available for our students where it will not matter the socio-economic status of their family.  All of our whanau will have equal access to all learning opportunities.

 

The Ministry of Education is very clear in the development of the NZ Curriculum and the goals that they have set share philosophies similar to UDL in all schools. The Ministry states that “a foundation principle of The New Zealand Curriculum is inclusion….As every student learns differently, schools must create flexible, barrier-free learning environments if all students are to become successful, lifelong learners.”(n.d)  The Ministry is spending time and money making sure that all new schools and building are being built to support this type of educational philosophy.  They are also encouraging schools through a very thorough professional development process to develop the knowledge and skills of their staff in areas such as collaboration and digital literacy.  Nationally, more and more research and money have been invested into UDL to guide deliberate coherent innovation in inclusive design for learning.

 

When we look at the wider world context we can see a shift in the way that education is being delivered.  Since the World Declaration on Education for All (UNESCO 1990) and the Salamanca Statement (UNESCO 1994), inclusive education has been a major focus worldwide. The Policy Guidelines on Inclusion in Education (UNESCO 2009) add strength and urgency to this discussion.  

 

Globally, UDL is a recognised philosophy that encourages input from all stakeholders and values their perspectives.  In developing our new space and in growing our capabilities in collaboration, digital technology, culturally awareness, we are excited as we can see how this will promote inclusive education and the philosophy where children of any background, ethnicity and needs are encouraged, inspired and given every opportunity to reach their full potential.  

 

References

 

Boaler, J. (2014). Research Suggests Timed Tests Cause Math Anxiety. Teaching Children Mathematics, 20 (8).

Bae, S., Ofiesh, N. S., Blackorby, J. (2018)

 

Ministry of Education. (n.d.-a). Developing an inclusive classroom culture. TKI. https://www.inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/

 

The IRIS Center. (2015). Early childhood environments: Designing effective classrooms. Retrieved from https://iris.peabody.vanderbilt.edu/module/env/

 

World Conference on Education for All: Meeting Basic Learning Needs. (1990). World declaration on education for all and framework for action to meet basic learning needs adopted by the World Conference on Education for All: Meeting Basic Learning Needs, Jomtien, Thailand, 5-9 March 1990. New York, N.Y: Inter-Agency Commission (UNDP, UNESCO, UNICEF, World Bank) for the World Conference on Education for All.

 

UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Adopted by the World Conference on Special Needs Education: Access and Quality. Salamanca, Spain, 7-10 June. U.