Abstract
In early 2020, there was a faculty development workshop at MacEwan University on how to design philosophy writing assignments with fewer barriers commonly experienced by students with disabilities. This chapter streamlines the workshop and surveys barriers common to philosophy assignment guidelines: length, jargon, single-format, and a “don'ts” section. The authors contextualize these characteristics within the values, norms, and practices of academic philosophy. They present a case study of transforming Rodier's introductory philosophy guidelines before and after a UDL consult with Fidelak. They demonstrate the reasoning behind the transformation, including specific UDL applications and incorporating techniques from academic strategy instruction that address the hidden curriculum. In addition, they outline changes to in-class teaching that support students in completing assignments.
| Original language | Canadian English |
|---|---|
| Title of host publication | Handbook of Applying Research on Universal Design for Learning Across Disciplines |
| Subtitle of host publication | Concepts, Case Studies, and Practical Implementation |
| Editors | Frederic Fovet |
| Pages | 97-114 |
| Number of pages | 17 |
| ISBN (Electronic) | 9781799871064 |
| Publication status | Published - 2021 |
Keywords
- Universal Design for Learning
- philosophy
- writing assignment
- assessment design
- strategy instruction