Universal Design for Learning: Reaching All Learners in CS Education
Summary
The framework (UDL 3.0) from the Center for Applied Special Technology (CAST) describes learner agency as the ability to actively participate in making choices relating to their own learning goals. UDL aims to build learner agency by reducing barriers to learning and implementing flexible instruction. The three main categories of UDL are:
Multiple means of engagement (The "why of learning")
- Emphasizes learners' curiosity, motivations, sustained effort, and goals.
- Provides learners with choice, feedback, and clearly communicated expectations to create a sense of ownership.
- Engaging learners boosts motivation and helps them stick with challenges, leading to deeper understanding.
Multiple means of representation (The "what of learning")
- Presents information in multiple ways to clarify language, explain symbols, and introduce new terms.
- Uses visuals, audio, text, and hands-on activities to ensure all learners can access and understand material.
Multiple means of Action and Expression (The "how of learning")
- Offers learners the ability to express their understanding in various ways using accessible and assistive technologies.
- Focuses on goal setting, progress monitoring, and supporting executive functioning to help learners demonstrate understanding in ways that work for them.
UDL in CS education
Universal Design for Learning (UDL) is a foundational framework for making K-12 computer science accessible for all learners, especially those with disabilities. UDL offers an approach that can incorporate the benefits of both traditional and constructionist approaches, addressing limitations such as rigid methods or lack of structure. Flexible and individualized learning is crucial in CS education due to potential barriers like fast-paced or abstract tasks. Educators need professional development to effectively implement UDL in K-12 CS contexts.
The myth of the average learner
The idea of an "average" learner oversimplifies the complexity of learning and creates barriers. Learner variability, or the scale to which learners participate based on cognitive, social-emotional, family background, and academic factors, is key. Just as one-size shoes cannot fit everyone, one-size instruction cannot fit all learners. Understanding learner variability is essential for reducing barriers and meeting diverse needs.
CS pedagogies aligned with UDL
Several key research-supported CS pedagogies align with UDL guidelines, helping teachers understand how these strategies address learner agency:
| Pedagogy | Description | Connection to UDL guidelines |
|---|---|---|
| Use-Modify-Create4 | A three-stage progression for developing computational thinking and supporting learner agency: 1. Use existing creations, 2. Modify the program, 3. Create their own program. | Engagement: Guides learners on when and how to ask for help. Representation: Provides information incrementally, using sequential highlighting. Action & expression: Provides faded scaffolding for independent learning. |
| TIPP & SEE (Title-Instructions-Purpose-Play & Sprites-Events-Explore)5 |
A metacognitive approach using a mnemonic to support learners in planning programming tasks in Scratch. Metacognition refers to learners becoming aware of how they learn. | Engagement: Provides a structured approach and encourages reflection. Representation: Offers explicit support for decoding text and symbols. Action & expression: Helps learners plan for problem-solving and supports monitoring. |
| Multiple entry points2, 6 | Offering varied challenges and scaffolding through different project versions (e.g., remix/play code, buggy code, exploded code, spicy expansions). | Engagement: Varied approaches appeal to different learner interests and foster collaboration. Representation: Provides multiple views of a problem for perception and comprehension. Action & expression: Differing activities enable learners to express understanding in different ways. |
| Debugging7 | Using metacognitive strategies to find errors in programs, including collaborative problem solving, tinkering, rubber ducking, and thinking aloud. | Engagement: Approaching authentic problems and using different strategies. Representation: Reinforces lesson goals and learning objectives with "I can" statements. Action & expression: Offers options for expression and communication, aiding executive functions. |
Moving towards "for all”
The goal of CS education is to provide high-quality computing education to the widest range of learners, regardless of race, gender, class, or ability. This involves creating accessible and universally designed learning environments from the outset. Providing flexible and meaningful learning opportunities allows learners to demonstrate knowledge, purpose, and engage authentically in CS contexts.
This resource by Raspberry Pi Foundation is licensed under CC BY-NC-SA 4.0.
References
- Israel, M. et al. (2022). Equity and Inclusion through UDL in K-6 Computer Science Education: Perspectives of Teachers and Instructional Coaches. the-cc.io/qr26_3
- Sentance, S. et al. (2023). Computer Science Education: Perspectives on Teaching and Learning in School. (Chapter 10) the-cc.io/qr26_4
- Cobo, A. E. (2023). Creating Pathways to Inclusion in K-12 Computer Science Education: A Case Study on the Scratch Educator Meetup. the-cc.io/qr26_5
- Lee, I. et al. (2011). Computational thinking for youth in practice. the-cc.io/qr26_6
- Salac, J. et al. (2020). TIPP&SEE: A Learning Strategy to Guide Students through Use->Modify Scratch Activities. the-cc.io/qr26_7
- Barrett, J., and Israel, M. (2023). Scaffolding Block Coding Through Multiple Entry Points. the-cc.io/qr26_8
- Salgarayeva, G., and Makhanova, A. (2024). Making Computer Science Accessible through Universal Design for Learning in Inclusive Education. the-cc.io/qr26_9
Computer Science Education: Perspectives on Teaching and Learning in School: Sue Sentance: Bloomsbury Academic - Bloomsbury
