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Johanna Lyon, CASLS Graduate Employee 

     When considering a move towards universal design in learning—an approach that requires all lessons and activities are accessible to all types of learners, even those with undiagnosed disabilities— the language classroom becomes a sticking point. With its strong emphasis on equal proficiency in reading, writing, listening, and speaking, teachers often find difficulty in creating plans that are equally accessible to all students, particularly those who are neurodiverse and/or have a physical disability. Accommodations and alternative learning options are often provided only to students who have a properly filed impairment with the disability services office. However, this leaves out a large portion of students who either do not have the resources to obtain documentation or come from a country where diagnosis of a disability is considered taboo and therefore not pursued. How, then, can teachers incorporate universal design into their classroom and give those students the best chance for success? 

      An easily incorporable component of universal design is multimodal learning. Schwarz (1997) identifies phonology as one of the biggest difficulties for learners with disabilities, particularly for those with a learning disability like dyslexia. They advise that the use of different modes engages students in a broader manner and increases the likelihood that language input will be retained. Multimodal learning entails the use of aural, visual, kinesthetic, and tactile teaching techniques either in sequence or simultaneously, thus universally reaching out to learners who may have an impairment that requires dependence on a particular type of input. Additionally, this approach is to the benefit of all learners in the class; they will equally benefit from receiving input through a variety of senses. 

      Unfortunately, if one has not been trained in multimodal teaching techniques, it may not seem apparent how to incorporate them in everyday teaching scenarios. Fortunately, resources exist that provide suggestions and demonstrations of how to implement multimodal learning such as this one provided by the Virginia Department of Education (2017). Incorporating multimodal learning into the classroom may be as simple as adding texture to flashcards to help students not only see but feel words. It could also involve using sign language to help support understanding of abstract skills or applying a movement-based method to bring meaning into motion and improve recall. By utilizing these resources, even teachers that do not have formal training in special education or universal design can make their classroom a more accessible place for all their students.  

      This multimodal education provides students of all ability levels with a variety of ways to interface with the language. That way, even if they have not disclosed a disability, there is a higher chance that at least one of these modes of learning will improve their understanding, analysis, and use of target content. This method of lesson design is universalizing in nature and creates a classroom that does not have separate lessons for disabled students, but instead creates an inclusive environment for all.

References  
Schwarz, Robin L. (1997). Learning Disabilities and Foreign Language Learning. LD Online. Retrieved from                       http://www.ldonline.org/article/6065/. 

Virginia Department of Education. (2017). Supporting World Language Learning for Students with Disabilities.                     Retrieved from http://www.doe.virginia.gov/instruction/foreign_language/resources/world-language-swd.pdf