If there is one thing I have learnt so far, it is that teaching, engaging, and creating a course is not a straightforward task. There are so many obstacles, requirements and concepts to keep in mind that you need in order to shape inclusivity and universal design for all students. With this in mind, for my group’s projected course on personal finance, there are many individualities and concepts that need to be met to create a course suited for all. After reading and watching the “Inclusive Learning Design” and “Universal Design” prompts I have created specified changes for our course on how we can meet these requirements. To ensure that teaching personal finance meets the requirements of all learners, we can adopt the principles of Universal Design for Learning (UDL) discussed in the reading. Starting with the framework we can identify barriers and use the three pillars in our framework process. Starting with “Multiple means of representation”, we need to provide various ways of presenting financial concepts and information. Use a combination of visual aids, auditory explanations, and hands-on activities to cater to different learning styles. For example, use infographics, charts, and videos to visualize financial data, while also incorporating discussions and verbal explanations. For “Multiple means of action or expression”, we can allow learners to demonstrate their understanding of personal finance in diverse ways. Some students may prefer written assignments, while others might excel in creating presentations, budgeting simulations, or even interactive online activities. Offer choices in assignments and assessments to accommodate different preferences and abilities. The last pillar “Multiple means of engagement”, it’s important to engage learners by incorporating real-life scenarios and personal relevance into the lessons. Make personal finance relatable and practical for students by using examples that resonate with their lives. Encourage active participation, discussions, and group activities to foster collaboration and motivation. Furthermore, as stated in the reading we need to identify and remove barriers. Proactively assess potential barriers that learners might face in understanding personal finance concepts. Address language barriers, financial jargon, and complex terminology by simplifying explanations and providing helpful resources. Ensure that students with diverse abilities can access and interact with the materials and content. As always, we also need to utilize technology effectively for our course. By leveraging digital tools and platforms to enhance personal finance learning experiences. Use online calculators, budgeting apps, and interactive simulations to provide hands-on learning opportunities. Technology can also facilitate personalized feedback and support for students with different learning needs. As well, most important in my opinion, create an inclusive learning environment. By establishing an inclusive classroom culture where students feel comfortable asking questions and seeking support. Encourage peer collaboration and offer support networks, such as study groups, where students can learn from each other’s strengths and experiences. Lastly, we can monitor progress and adapt as needed. When we regularly assess students’ understanding of personal finance topics and adjust the teaching approach accordingly. Use formative assessments to identify areas where students may need additional support or clarification. By integrating the Universal Design for learning principles into our personal finance curriculum, we can create a learning environment that caters to the diverse needs of all learners, ensuring that they have equitable opportunities to develop essential financial literacy skills. There is also a major amount of specifications and alterations we will be doing in order to achieve specifications for the inclusivity approach, as this is very important to keep in mind especially since personal finance is such a personalized detailed topic that requires practical applications, self-advocacy, alongside the use of multi-modal material. It has been super rewarding to slowly alter and change our course to meet a more inclusive and universal standard and has taught us a lot about course structure.
Hi Daniel! Thanks for all the fantastic work you’ve been doing to make your course more accessible and inclusive. Your approach, using the CAST principles as a guide for your strategies, is really impressive, and I think it will make a real difference for students. I found all your suggestions to be really practical and helpful! It’s great to see that you’re also considering how to create a welcoming and inclusive learning environment where students feel comfortable asking questions and seeking help. When students feel welcomed and included, they are more likely to participate actively in class and engage with the material.