K-12 CONSULTANCY
The popularity of UDL in the K-12 sector has grown significantly over the last two decades. CAST, in the US, has been a force of great momentum in creating awareness and promoting the UDL model as a pertinent and efficient framework to achieve inclusion for all students.
There remains several areas within which teachers, schools or school boards may wish to seek assistance from an external consultant:
There remains several areas within which teachers, schools or school boards may wish to seek assistance from an external consultant:
1. Management of change. Even when awareness of the UDL model exists, and the desire is high for implementation, this represents a management of change process few institutions are equipped for or comfortable with. An external UDL consultant will be able to assist an organization assess the context, plan the implementation and keep it on target.
2. Adequate resources. Often the desire to implement is present within a school or a school board but the comfort level is not there. No individual or group of individual within the organization has yet gained ownership of the model. A consultant will be able to gauge the resources which will be essential in the context and which will quickly increase levels of comfort and competence amongst staff.
3. Theory to practice. Time, lack of perspective, varying degrees of professional know-how may all be factors which hinder the shift from theory to practice in UDL implementation. A consultant may be able to guide individuals and teams navigate this process with greater ease and confidence. The consultant is able indeed to plug into the collective implementation know-how of the various organisations that have embarked on this journey, and the lessons learnt.
4. Measuring outcomes. An institution or organization may want to record the process of change it undergoes, and to measure outcomes. An external UDL consultant will offer expertise in data collection, outcomes analysis and the formatting of a report that will have a sustainable use within the organization’s life cycle.
2. Adequate resources. Often the desire to implement is present within a school or a school board but the comfort level is not there. No individual or group of individual within the organization has yet gained ownership of the model. A consultant will be able to gauge the resources which will be essential in the context and which will quickly increase levels of comfort and competence amongst staff.
3. Theory to practice. Time, lack of perspective, varying degrees of professional know-how may all be factors which hinder the shift from theory to practice in UDL implementation. A consultant may be able to guide individuals and teams navigate this process with greater ease and confidence. The consultant is able indeed to plug into the collective implementation know-how of the various organisations that have embarked on this journey, and the lessons learnt.
4. Measuring outcomes. An institution or organization may want to record the process of change it undergoes, and to measure outcomes. An external UDL consultant will offer expertise in data collection, outcomes analysis and the formatting of a report that will have a sustainable use within the organization’s life cycle.
SAMPLE OF PAST PRESENTATIONS
Universal Design for Learning: Providing differentiated learning systematically on a whole-school scale. La Trobe – Bendigo Professional Learning Experience. Workshop for Victoria school principals, July 2015
(i) Applying UDL to Second Language Teaching in K-12: A Hands-on Workshop
(ii) What about kids with behavioural issues?
Universal Design for Learning: Canadian Perspectives. Sowing the seeds, Facilitating the change, Nurturing the Growth, Montreal May 2015
What is Universal Design for Learning?
Centre for Excellence for the Physically, Intellectually and Multi-Challenged 2014 Symposium – Diversity: creating a more accessible and flexible environment for all students. Orford, Quebec, April 2014.
Conception universelle : les gestes simples qui transforment l’accès à l’apprentissage
39ème Congrès AQETA, Apprendre : quand un geste peut faire toute la différence! Montreal, March 2014.
The Universal Design for Learning (UDL) Framework and its application in the secondary classroom. Web Conference, ALDI-Learn Quebec, February 2014.
Universal Design for Learning, a comprehensive lens on inclusion in the classroom
Keynote, ALDI – MELS symposium, Montreal, September 2013
Aide? Une notion à revoir. Pouvoir, privilège et la redéfinition de nos rôles de conseillers sous le modèle de la conception universelle
38e Congrès annuel de l'AQETA, J'ai un trouble d'apprentissage, comment pouvez-vous m'aider? Montréal, March 2013
What is Universal Design for Learning and can it help create a smooth transition from high school through university?
Keynote speaker, LDAQ Chapter 1 Public conference, Montreal, January 2013.
(i) Applying UDL to Second Language Teaching in K-12: A Hands-on Workshop
(ii) What about kids with behavioural issues?
Universal Design for Learning: Canadian Perspectives. Sowing the seeds, Facilitating the change, Nurturing the Growth, Montreal May 2015
What is Universal Design for Learning?
Centre for Excellence for the Physically, Intellectually and Multi-Challenged 2014 Symposium – Diversity: creating a more accessible and flexible environment for all students. Orford, Quebec, April 2014.
Conception universelle : les gestes simples qui transforment l’accès à l’apprentissage
39ème Congrès AQETA, Apprendre : quand un geste peut faire toute la différence! Montreal, March 2014.
The Universal Design for Learning (UDL) Framework and its application in the secondary classroom. Web Conference, ALDI-Learn Quebec, February 2014.
Universal Design for Learning, a comprehensive lens on inclusion in the classroom
Keynote, ALDI – MELS symposium, Montreal, September 2013
Aide? Une notion à revoir. Pouvoir, privilège et la redéfinition de nos rôles de conseillers sous le modèle de la conception universelle
38e Congrès annuel de l'AQETA, J'ai un trouble d'apprentissage, comment pouvez-vous m'aider? Montréal, March 2013
What is Universal Design for Learning and can it help create a smooth transition from high school through university?
Keynote speaker, LDAQ Chapter 1 Public conference, Montreal, January 2013.
PAST REPORTS
(2015) Universally designed learning: from theory to practice. The Centennial Academy success story.
PUBLICATIONS
(2014) Navigating the delicate emerging synchronicity between inclusion and access. LEARNing Landscapes, Vol. 7 (2), 17-24
Mole, H. & Fovet, F (2013) Aide? Une notion à revoir – Pouvoir, privilège et la redéfinition de nos rôles de conseillers sous le modèle de la conception universelle. Rendez-Vous, Edition du 38ème Congrès de l’AQETA, Vol. 27(2), 18-21
Mole, H. & Fovet, F (2013) Aide? Une notion à revoir – Pouvoir, privilège et la redéfinition de nos rôles de conseillers sous le modèle de la conception universelle. Rendez-Vous, Edition du 38ème Congrès de l’AQETA, Vol. 27(2), 18-21
