Implementasi Universal
Design for Learning (UDL)
untuk Memenuhi
Kebutuhan Belajar Semua
Anak
PPARBK Semester Genap
2024/2025
Learning Goals
Apa itu Prinsip-prinsip
0 Apa itu
Universal
Design
0 Universal
Design for
0 Universal
Design for
Learning
1 3
Learning
2
Tujuan
0
Implementas
0 Universal
Design for
Learning
i UDL di
Kelas
4 5
Universal Design?
Universal Design?
UD in The Playground
UD in The Park
Universal Design?
Universal Design?
UD dalam Kehidupan
sehari-hari
Bisakah kamu berikan contoh
lain?
Identifikasi barriers dan UD
di lingkungan sekitarmu
Identifikasi barriers
dan UD di lingkungan
fakultas kita
What is Universal Why Universal
Design? Design?kebutuhan
Memenuhi dan
“Universal Design is the menguntungkan bagi semua
design and composition of orang, tidak hanya bagi
an environment so that it minoritas
can be accessed,
understood and used to the
Desain & komposisi suatu
greatest extent possible by
all people regardless of lingkungan sehingga dapat
their age, size, ability or diakses, dipahami, dan
disability.” digunakan semaksimal
mungkin oleh semua orang
Centre for Excellence in Universal Design
tanpa memandang usia,
https://universaldesign.ie/what-is-universal- ukuran, kemampuan, atau
design/
disabilitas mereka
Review lingkungan fisik Fakultas Psikologi UGM
dengan menggunakan prinsip UDL
Universal Design Audit (45’)
Universal Design
Learning (UDL)
Pernahkah Anda
Menurut Anda,
mendengar istilah
apa maknanya?
UDL?
History of UDL
Dr. Meyer completed her undergraduate
work at Radcliffe College, received her
master's and doctoral degrees from the
Harvard Graduate School of Education, and
completed training for licensure in clinical
psychology. Drawing on a long-term focus
on the psychological aspects of learning
and learning disabilities, Anne Meyer
played a leading role in CAST’s design of
multimedia technology for diverse learners.
Dr. Meyer has also led efforts to refine and
disseminate CAST’s ideas about Universal
Design for Learning through writing and
website development.
History of UDL
Dr Rose is a neuropsychologist and
educator who is best known for his central
role in developing the field of UDL and in
articulating the principles and practices of
UDL that have been adopted widely
throughout the world. Until his recent
unsuccessful attempt to retire, he has
served as the Executive Director of CAST,
an internationally prominent non-profit
research and development center that he
co-founded in 1983, and on the faculty at
Harvard’s Graduate School of Education
where he has taught for more than 30
years.
Universal Design for
Learning
Universal Design for Learning (UDL) adalah “sebuah kerangka kerja
yang memberikan panduan untuk mengubah rancangan
pembelajaran dan lingkungan belajar yang mungkin
mengandung potensi hambatan bagi sebagian siswa, menjadi
rancangan pembelajaran yang bebas hambatan, lingkungan belajar
dengan metode mengajar yang kaya, dan pembelajaran yang bisa
diakses oleh semua siswa.” [Nelson, 2014, p. 2]
Why UDL?
Objectives of Universal Design for Learning: Learner’s
Agency
Providing Various Ways for Student Engagement
Reflective & have clear goals
Brain mechanism that regulates affect
Providing Various Ways to Deliver Learning Materials Broad-minded & think authentically
Brain mechanism that regulates cognition
Providing Various Ways to Show What Has Been Learned Strategic thinking & action-
Brain mechanism that regulates strategic thinking oriented to achieve goals
Student Voice
https://drive.google.com/file/d/1Zdg_Hsefuywo3_bGjGSosYrFo4g8l-ep/view?usp=sharing
Diskusi kelompok
Temukan keywords dalam video
Dari paparan Javi, prinsip UDL yang mana
yang telah diterapkan?
Dalam bentuk apa prinsip UDL tersebut
diterapkan?
Diskusi Kasus
Unhappy Experience: Year retention.
This is Year 1 (picture says satu). This is Year 2 (picture says duwa). Want to go to Year 2. Been in
Year 1 three times. Want to go to the next level. Want to go to Year 3, 4, 5.
(Year 1 student with intellectual disability, 9 yrs)
Dr Katie Novak
Pedagogi Inklusif
Memaknai pembelajaran sebagai aktivitas untuk semua, dimana
setiap pelajaran yang diberikan akan diterima oleh tiap siswa
sebagai pengalaman yang unik, akan merubah pandangan kita
tentang pendekatan mengajar yang biasanya hanya menyentuh
sebagian besar siswa (dengan penyesuaian disana sini agar
anak-anak yang kesulitan bisa mengikuti), beralih ke
pendekatan mengajar yang memberikan pengalaman belajar
yang kaya dan bisa menyentuh semua anak di kelas, sehingga
semua anak bisa berpartisipasi dalam kegiatan di kelas. [Florian,
2015, p. 12]
Implementasi
Mindset Strategi
● Guru menyediakan beragam sumber
● Learner belajar
variability ● Guru menyediakan beragam bentuk
● Know your evaluasi
students ● Guru menyediakan keragaman tingkat
● Flexible kesulitan
learning ● Guru menyediakan flexible deadline
● Offer ● Guru menyediakan lingkungan fisik
choices sumber belajar yang kaya
● Student ● Siswa menentukan pilihan
voice ● Siswa menentukan tema belajar
● Siswa mengevaluasi sendiri belajarnya
dengan disediakan checklist
Pedagogi Inklusif
Further Readings
•Bonati, M. L., & Andriana, E. (2021). Amplifying children's voices within photovoice: Emerging
inclusive education practices in Indonesia . British Journal of Learning 49, 316–328.
https://doi.org/10.1111/bld.12411
•Andriana, E., & Evans, D. (2021). Voices of students with intellectual disabilities: Experiences of
transition in “inclusive schools” in Indonesia. British Journal of Learning Disabilities, 49, 316–328.
https://doi.org/10.1111/bld.12411
•Evans, D., Andriana, E., Setiani, P., & Kumara, A. (2018). Universal Design for Learning to Support
Learning in Gunung Kidul. Who’s In? Who’s Out?. What to do about inclusive education
Netherlands: Brill, Sense Publisher.
https://brill.com/view/book/edcoll/9789004391000/BP000018.xml
•Florian, L. (2015). Conceptualising inclusive pedagogy: The inclusive pedagogical approach in
action. In Inclusive pedagogy across the curriculum (Vol. 7, pp. 11-24). Emerald Group Publishing
Limited.
•Hall, T. E., Meyer, A., & Rose, D. H. (Eds.). (2012). Universal design for learning in the classroom:
Practical applications. Guilford press.
•Nelson, L. L. (2014). Design and Deliver: Planning and Teaching Using Universal Design for
Learning. Baltimore: Paul H. Brookes Publishing.
