Recognizing Differences

On this eve of Martin Luther King day, it seems so fitting to share this blog post. Today I made the wise choice to see the movie “Blind Side”. As this story begin to unfold and throughout, I was reminded of why I am a passionate advocate for the importance of an educational framework such as universal design for learning. One that encourages multiple ways to teach and encourage connections to the material, multiple ways to allow individuals to demonstrate what they know, and multiple ways to engage learners.

Why I believe every student should have the good fortune of completing a comprehensive vocational evaluation or assessment. A process that encourages multiple assessment tools and approaches to help an individual uncover their strengths, abilities, and interests. One that for many, may be the first time they’ve  had a positive experience in an assessment situation.

And why many of us as educators do what we do. Here was a story about the human condition, the spirit of resolve, the power of change. Kudos to the individuals this story is developed about. The educators who took the time to notice the intelligence that resided in this young man, his strengths, his capabilities. Hats off to the family that offered him a home where he could feel safe and flourish.

A wonderful story and certainly the type of story Dr. King would have appreciated as a testament to his dream. What a wonderful story that underscores why we must strive to create educational environments where all students can learn, can display their strengths and unique gifts, can prosper towards their goals –whatever direction they make take. A must see!

Several articles have addressed the importance of universal design for learning (UDL) and assessment, taking the direction of how these approaches are designed and delivered to reach all learners. However, if we think about the three principles of UDL — multiple means of representation, multiple means of expression, and multiple means of engagement — we actually move beyond just consideration of the access issues.

Vocational evaluation (VE) and assessment are examples of assessment approaches that complement a UDL philosophy. Individuals who are fortunate to complete a vocational evaluation have had the opportunity to explore a variety of career areas (multiple means of representation), showcase their abilities and aptitudes through the process (multiple means of expression), and had a voice in the direction of their evaluation (multiple means of engagement). An evaluator at the Woodrow Wilson Rehabilitation Center in Fisherville, VA reflects on the benefits of this process at http://www.youtube.com/watch?v=v5SrdkFrry

Recently I had the opportunity to talk with a parent of one of my past college students — a very talented young graphic designer. As we chatted, I learned about how a natural aptitude for art emerged in this youngster when she was merely 3 years old. Her father noted that she was drawing three dimensional drawings that included unique and defining dimensions. As he conveyed, this talent continued to grow and she found this medium an important way to demonstrate how she interpreted the world. Years later, she was challenged in a different course that required her understanding of science — specifically college freshmen geology. Her instructor insisted on a set protocol for assignments, often requiring papers and tests for students to demonstrate their understanding. However, this student was not achieving the same success in this class as she had with her artwork. She struggled to maintain a B course average on most tests.

When faced with the prospect of receiving a lower grade, she (and her father) offered an alternative to the instructor. They proposed that this student be allowed some flexibility in how she turned in her final project on the subject. After some persuading, the instructor agreed. The student traveled to a surrounding mountainous areas and proceeded to create a painting, depicting the dimensions in age, color, and texture of the rock formation in those mountains and cliffs. Her artwork offered a completed project that captured the details and dimensions of a topic central to the course focus. Allowed to submit this work, the instructor quickly realized that this representation of her final project offered a better option for this student to demonstrate her understanding in a manner that she best displayed. Her work was given a top grade and, in the end, everyone was a winner.