LD Resources

Universal Design in Teaching and Instruction
© Nina Ghselli, Psy.D
nina@eastbaylda.org

“What I hear, I forget. What I see, I remember. What I do, I understand.”

This quote is usually attributed to Confusius, the Chinese philosopher and thinker who lived 550 BC. Confusius knew what scientists are just starting to understand about how children and adults learn best, which is through addressing different sensory modalities. When teachers used visual, auditory and kinesthetic methods to teach their students they are appealing to different parts of the brain, different kinds of learners, and increase their quality of teaching. Multi-modal teaching is usually addressed when discussing how to best help students with learning disabilities, but it actually helps all learners. Much like the ramps that were built to address the needs of wheelchair users, multi-sensory teaching techniques not only help students with LD/ADHD but all students of all ages. When the needs of students with LD/ADHD are addressed the benefits extend to both traditional and non-traditional learners (English language learners, students experiencing depression or trauma, and students who learn best using visual and kinesthetic modes). This article will discuss why universal design in teaching works and how to apply it in teaching in the classroom or helping your clients or children learn more effectively.

Traditionally, teachers have taught by standing in the front of the classroom lecturing. This “Chalk and Talk Model” of teaching overlooks the learner who does not benefit auditory presentations. In fact, research on sustained lectures indicate that the attention of all students decrease as the lecture goes on, they have a lower level of learning (factual as opposed to more applied or analytical modes), and appeals only to auditory learners (Winebrenner, 1996) Studies indicate that the learning styles of students and workers varies greatly and nearly a two thirds of classroom and working group learn best through kinesthetic or visual modalities (Ingrahm, J., 1991). So when a teacher just lectures, only one third of the class is getting their needs addressed leaving the rest having to reinterpret the information in a mode they use best or missing the information completely!

Mutli modal teaching techniques and universal design in curriculum is supported by research in the brain and learning. It has been well established that learning style is biologically based (Restak, 1979; Thies, 1979). Many of us are wired to learn best through different modes. When a student has an information processing based disability, this is especially important to address. The brain differences of a person with LD/ADHD make some ways of learning and processing more difficult. For example, as an adult with an auditory discrimination difficulty and language based LD, I have difficulty listening to lectures and following oral directions. When I teach, I think about the ways that I learn best and try to integrate these into the process. In teaching students at the graduate level, I use all modes to appeal to all learners. I present with a powerpoint presentation that incorporates verbal and visual stimuli, large and small group discussion, stories, experiential activities, and self-reflection. Each of these actives capitalize on a different part of the brain so if someone does not understand a concept through one mode they will “get it” in another mode. For more information on this topic, read “Sit and Get” Doesn’t Grow Dendrites by Marcia L. Tate.

Applying Universal Design in Teaching
Creating a curriculum or teaching method that is more inclusive of diverse learners can be fun and creative. By considering the different multi-sensory modes you can best address the different learning styles and processing differences. Below is an outline of techniques that parents, teachers, educational therapists or individuals with LD/ADHD can apply to facilitate learning:

Auditory Modes
Books on tape or disk: Organizations like Recordings for the Blind and Dyslexic (www.RFBD.org) and Bookshare.org assist individuals who have difficulty reading. By offering books in auditory formats individuals can use auditory and visual modes (if they read along with the hard copy of the book) to better decode and comprehend written materials. Computer programs like WYNN and Kurzweil can facilitate reading books on disk (available by many publishers). Read Please offers free software which will also read any text base document (www.readplease.com).

Songs, music, and rhymes: If you are a child of the seventies and eighties like me, you probably know what a conjunction is and what an adjunctive is from the School House Rock songs and cartoons. When you put information to rhythm, your brain is able to chunk the information more effectively. By singing songs about different topics, students of all ages can encode important information. School House Rock is still available in video and audio formats. There are also many websites on songs for teaching different concepts.

Some individuals with Nonverbal Learning Disabilities (NLD) and Asperger’s Disorder have difficulties processing visual information such as flow charts, graphs, and maps. Providing verbal or written descriptions of these visuals can help them understand the concept in a mode that is a strength for them.

Visual Modes
Creating mind maps capitalizes on visual and spatial abilities. Mind maps can help to organize information and see how different concepts relate to each other. Inspiration is software that allows users to create mind maps to organize information to create outlines and essays. Inspiration offers a free 30-day demo at Inspiration.com and can be an inexpensive solution for visual learners.

Many people view Powerpoint as a verbal based tool. Although this mode can be helpful for people who do not do well taking notes, Powerpoint can be used to its fullest extent by providing visual representations for the information provided. By integrating pictures with words, students can integrate both visual and verbal information for more rememberable information.

TV sometimes gets a bad wrap (understandably), but for people with LD/ADHD TV can help to explain and demonstrate different concepts that might be difficult to imagine otherwise. Channels like the History Channel, Food Network and Do It Yourself Network are excellent examples of how TV can help people people who have difficulty reading directions, sequencing, or remembering verbal information. Integrating these into a curriculum or as supplemental materials can give people a visual representation for what they are learning.

Kinesthetic Modes
I once got in trouble at a staff meeting at a previous job for draw (I doodle daisies when I am trying to listen). I stopped drawing, looked at my supervisor and did not hear a word she said. Many people need to be doing something with their hands in order to use the other senses. It is important to see if the student is distracted and day dreaming when they engage in these activities. Many are not distracted, and in fact, need a kinesthetic activity to engage the other senses. By allowing people to manipulate playdoh, stress balls, knitting, coloring or other fidgets will help them focus. Many teachers integrate this into their classrooms by offering it to all the students, as long as it is used functionally, and then the students who really need find their way to this accommodation.

Get Out of the Desk
Not everyone learns by sitting and listening. Many people need to be walking to learn. Teaching techniques such as “Walk and Talks” where students pair up and discuss a topic while they are walking, is a great way to let students get up and stretch and engage auditory and kinesthetic modes. Some students prefer to study at the gym or walking in an open area. This can be facilitated by putting flash-cards on a ring, making them more portable.

Learn By Doing
Teaching techniques such as simulations, time lines that show spatial relationships, and activities where student create something can facilitate learning. When students create and come upon the answers themselves, the better understand what is being taught.

References
Ingrahm, J., (1991). Matching instruction with employee perceptual preferences significantly increases training effectiveness. Human Resources Development Quarterly, 2(1), 53-64

Restak, R. (1979). The Brain:The last frontier. Garden City, NY: Doubleday.

Thies, A.P. (1979). A brain behavior analysis of learning style. In Student learning styles:Diagnosing and prescribing programs (pp.55-61). Reston , VA : National Association of Secondary School Principals.

Winebrenner, S. (1996). Teaching Kids With Learning Difficulties in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to Challenge and Motivate Struggling Students. Free Spirit Press.

About the Author
Nina Ghselli, Psy.D.,is the director and coordinator of disability services at Alliant International University and a psychologist in private practice in Hayward, California. She also teaches courses at U.C. Berkeley Extension School of Education, and consults with schools and agencies about how to make their programs more accessible for people with disabilities. Nina is the Vice President of East Bay Learning Disabilities Association and Chair of Adult Issues. She is an adult with a learning disability.