Image source: CAST. (2014). Universal design for learning guidelines version 2.1 [graphic organizer]
UDL Application to Humanities Assignments
Take a look at the Universal Design for Learning principles I apply to student projects and assignments in a university-level humanities course setting. These considerations allow me to remove barriers to learning, promoting multiple means of access and engagement for a diverse student population.
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Removing Barriers to Learning
Certain assignments in their design and development intrinsically present barriers to learning for a diverse population of students with varied abilities. One such example is that of a common essay assignment, inherently limited to and relying on the students' capacity to express themselves in writing.
Expanding Possibilities for Representation
By opening up the possibilities to have students present their work and ideas in formats other than written assignments, such as in-class presentations or prerecorded audio-video media, we may assess student learning outcomes at a deeper level of understanding.
Application to Humanities Course Components
This simple example of allowing student submissions of work not directly tied to literacy skills to include variable formats is readily applied to a "final essay," or more accurately a "final project," in any school or department and at any level of education.