Finally, realizing the importance of design to include all learners helps with effectiveness and practicality. Although ID and LD have some differences, they both aim to improve opportunities for learning (Parchoma et al., 2020).\u00a0<\/p>\n\n\n\n
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<\/figure>One model that attempts to accommodate varied learners and cultures is Universal Design for Learning (UDL). UDL asks designers and educators to question their beliefs, assumptions, and biases to plan and prepare for differences in learners (Takacs et al., 2021).<\/p>\n<\/div><\/div>\n\n\n\n
Image: Universal Design for Learning<\/a>, by Giulia Forsythe, 2013, Flickr. CC0 1.0 Universal\u00a0(CC0 1.0)<\/p>\n\n\n\n Shelly Moore<\/a>, (n.d.), a special education advocate and teacher, discusses UDL through a special education lesson lens and provides short, relatable, easy-to-understand videos of how UDL works in the classroom. In one of these videos<\/a>, she describes a more \u2018traditional\u2019 model of learning that emphasizes a need to \u201cfix\u201d students who do not fit into the model (Moore, 2021). The traditional approach uses many resources (Educational Assistants, specialized equipment, etc.) for a handful of students. Instead, Moore (2021) asks us to design with all learners in mind, making those limited resources available to all, not just those in need. By removing barriers and asking ourselves, \u201cWhat is limiting learner success?\u201d we can create a more effective and practical design for learning (Moore, 2021). This idea of design being cognizant of context is seen in Dousay\u2019s (2017) chapter regarding ID models and Heaster-Ekholm\u2019s (2020) literature and can lead to improved opportunities for learning.\u00a0<\/p>\n\n\n\n As I continue with my career in K-12, I will search for design models based on the concept of respectful design and be cognizant of those learners in the margins.\u00a0<\/p>\n\n\n\n References<\/strong><\/p>\n\n\n\n Dousay. T. A. (2017). Instructional Design Models. In R. West (Ed.), Foundations of Learning and Instructional Design Technology<\/em> (1st ed.). https:\/\/edtechbooks.org\/lidtfoundations\/instructional_design_models<\/a> <\/p>\n\n\n\n Grandoit-Sutka, A., (n.d.). Elizabeth (Dori) Tunstall on designing for respect. deem journal<\/em>. https:\/\/www.deemjournal.com\/stories\/dori-tunstall<\/a><\/p>\n\n\n\n Heaster-Ekholm, K. L. (2020). Popular Instructional Design Models: Their Theoretical Roots and Cultural Considerations. International Journal of Education and Development Using Information and Communication Technology, 16<\/em>(3), 50\u201365. https:\/\/files.eric.ed.gov\/fulltext\/EJ1275582.pdf<\/a>\u00a0<\/p>\n\n\n\n Kaczorowski, T., McMahon, D., Gardiner-Walsh, S., & Hollingshead, A. (2022). Designing an Inclusive Future: Including Diversity and Equity With Innovations in Special Education Technology. TEACHING Exceptional Children, 0<\/em>(0),\u00a0https:\/\/doi.org\/10.1177\/00400599221090506<\/a><\/p>\n\n\n\n Moore, S. (2021, October 7). Removing the barriers: Planning for all!<\/em> [Video]. YouTube. https:\/\/www.youtube.com\/watch?v=MzL8yMBKM7k<\/a> <\/p>\n\n\n\n Moore, S. (n.d.). 5 Moore minutes<\/em>. https:\/\/fivemooreminutes.com\/about\/<\/a> <\/p>\n\n\n\n Parchoma, G., Koole, M., Morrison, D., Nelson, D., & Dreaver-Charles, K. (2020). Designing for learning in the Yellow House: A comparison of instructional and learning design origins and practices. Higher Education Research & Development<\/em>, 39<\/em>(5), 997\u20131012. https:\/\/doi.org\/10.1080\/07294360.2019.1704693<\/a><\/p>\n\n\n\n
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