Removing Barriers in Executive Functioning on UDL and technology
By Jimena Taquire
Personal Reflection on UDL and Technology in Removing Barriers in Education
A teaching and learning practice that often creates barriers to executive functioning for diverse learners in traditional classroom delivery or assessment is the reliance on timed tests and assessments. These assessments are commonly used in classrooms to measure students’ understanding and mastery of content. These assessments typically have a set amount of time within which students are expected to complete all questions or tasks, often under pressure to finish quickly.
In this context, relying on timed tests and assessments creates barriers to essential executive functions such as attention, working memory, time management, and self-regulation. Instead of supporting deep learning and allowing students to demonstrate their understanding, it can exacerbate challenges faced by students who need more time or who experience anxiety, ADHD, or other cognitive differences. In a traditional classroom, where a teacher might provide information in a set, linear format and assessments are typically standardized, students who have executive functioning difficulties may find it challenging to stay organized, plan their work, or manage multiple tasks at once.
Universal Design for Learning (UDL) Principles: To remove this barrier and create a more inclusive learning environment, the UDL principles can be applied to support students who face difficulties with executive functioning. The three main principles of UDL: Multiple Means of Representation, Multiple Means of Action and Expression, and Multiple Means of Engagement. These principles can be used in conjunction with technology to create a learning environment that supports all students, particularly those who struggle with executive functioning.
Inclusive Design Solutions Using UDL: To remove the barrier related to executive functioning, the following inclusive design solutions can be implemented:
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Multiple Means of Representation (Barrier: Difficulty in Organizing and Managing Information)
- This principle supports executive functioning by providing learners with diverse ways to access, interpret, and engage with information. This flexibility is crucial for helping students plan, monitor, and adjust their learning strategies effectively (Morra and Reynolds, 2010).
- Technological Solutions:
- Interactive Note-taking Apps: Tools like OneNote, Evernote, or Notion can help students organize and structure their notes in flexible, multimedia formats. These apps allow students to create outlines, add images, audio recordings, and even videos, making it easier for students with executive functioning challenges to synthesize information and keep track of their work.
- Mind-Mapping Software: Apps like MindMeister or XMind can assist students in organizing ideas and concepts visually, which helps learners better plan and structure their thoughts before writing or discussing them.
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Multiple Means of Action and Expression (Barrier: Difficulty with Time Management and Completing Tasks)
- This principle supports executive functioning by providing diverse ways for learners to navigate the learning environment and express their understanding that caters to their individual strengths, and encourage decision-making and planning skills. This is crucial because executive functioning skills, such as planning, organization, and flexible thinking, are essential for academic success but can vary widely among learners (Houston, 2018).
- Technological Solutions:
- Task Management Apps: Tools such as Trello, Google Calendar, or Microsoft To Do can help students break large tasks into smaller, manageable steps. These apps provide visual timelines and checklists to keep students on track and help them manage deadlines.
- Timed and Adjustable Quizzes: Platforms like Google Forms or Quizizz can give students flexible time limits for quizzes or assignments, enabling them to work at their own pace. Some tools also allow students to take breaks, providing them with a way to manage their attention and stress.
- Digital Portfolio Systems: Tools like Seesaw and Google Sites allow students to track and organize their progress over time, showcasing their learning journey with different forms of expression (e.g., text, video, images).
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Multiple Means of Engagement (Barrier: Difficulty Staying Focused and Motivated)
This principle supports executive functioning by fostering motivation, enhancing self-regulation, and promoting a deep connection to learning through personalized and diverse experiences. This focus on engagement encourages students to take ownership of their learning, thus improving their organizational and planning skills, which are key components of executive functioning (Morra and Reynolds, 2010).
- Technological Solutions:
- Gamification Tools: Platforms like Classcraft, Kahoot!, or Badgelist can make learning more interactive and rewarding for students who need frequent engagement to stay motivated. These tools integrate game-like features (e.g., points, levels, badges) to provide instant feedback and maintain engagement.
- Pomodoro Timers: Tools such as Be Focused or Focus Booster allow students to break their work into short, manageable intervals (e.g., 25-minute work sessions followed by short breaks). These techniques can support students in staying focused while giving them structured moments to rest and reset.
- Self-Reflection and Journaling Tools: Apps like Daylio or Penzu can help students with executive functioning challenges reflect on their progress, set goals, and track how they feel about their learning experiences. This encourages self-regulation and helps them stay engaged in their learning process.
Reflection on Inclusive Design and Accessibility
When we apply these Universal Design for Learning principles and incorporate technological tools, we create an environment that not only accommodates students who struggle with executive functioning but actively supports them in developing these skills, removing barriers to learning, and providing equal opportunities for success for all (Government of Canada, 2024). For example, a student with ADHD can benefit from tools like a digital planner (e.g., Google Calendar) that provides reminders and visual timelines, making it easier for them to plan and manage their workload. Similarly, a student who struggles with focus and motivation may benefit from gamification elements or structured break times via tools like Pomodoro timers.
Reflecting on this, it's clear that technology plays a vital role in leveling the playing field for students with executive functioning difficulties. By offering varied tools and platforms, educators can help these students build the skills they need for success (Rodriguez, 2021). Technology not only helps students manage their learning tasks but also allows for greater personalization and flexibility, two key aspects of UDL.
This framework also helps students to be more independent, competent and self-regulated (Novak and Rodriguez, 2023). Tools that allow for personalized time management, flexible task completion, and multiple ways of expressing knowledge ensure that students can work at their own pace, in the way that suits them best. UDL framework helps to create a classroom environment where every student feels supported and empowered to succeed.
In conclusion, by leveraging UDL principles and technological tools, we can break down the barrier of executive functioning and help all students, particularly those with ADHD or other learning difficulties, to thrive. These tools not only make learning more accessible but also help students build beneficial life skills, such as time management, organization, and self-regulation, that will serve them well beyond the classroom.
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