The alignment of udl and montessori principles
UDL’s Birth and Infancy
Born with Polio, Ronald Mace, (pictured to the left), used a wheelchair for his day-to-day living. As an architect this gave him a unique perspective for design. Mace dedicated his career to design buildings that were accessible to people of all abilities and named it, Universal Design. In 1973, Mace designed North Carolina’s first accessible building code that became law. Because of Mace, the concept of Universal Design has become commonplace for may of us in our daily lives, such as automatically opening doors at the grocery store. The concept of Universal Design was not to create specialized modifications for some people, but to provide architecture that would be accessible to all people. An example of this is automatic opening doors at stores and other businesses (History of Universal Design for Learning, n.d.).
It was in 1984 when David Rose and Ann Meyer decided to apply Mace’s Universal Design concept to education. They created the Center for Applied Special Technology (CAST) and developed Universal Design for Learning (UDL). Since then, CAST has been dedicated to evolving the means of education throughout the world by “bust[ing] the barriers to learning that millions of people experience every day. We do this by helping educators and organizations apply insights from the learning sciences and leading-edge practices to educational design and implementation” (CAST, 2023, para. 1).
The alignment with Montessori pedagogy is a new trend that is emerging in the field of inclusive education. This trend is still in its infancy but is starting to gain traction. Loyola University Maryland offers a Masters of Montessori Education program that teaches about UDL. Students are consistently making connections between the similarities of UDL and Montessori pedagogy through their studies and bringing them into Montessori environments.
There are three qualities and seven principles of UDL. The three qualities are: multiple means of representation, multiple means of engagement, and multiple means of action. Multiple means of representation provides flexible alternatives that give students many options to “receive and interpret information” (Gargiulo & Metcalf, 2023, p. 45). Multiple means of engagement means the student is given multiple ways to make learning relevant and motivating for them (Gargiulo & Metcalf, 2023, p. 48). Multiple means of action provides “students with different ways to respond to information received” (Gargiulo & Metcalf, 2023, p. 47). In a previous post, UDMI First Steps: The ASQ (ftc2rtc.com), I discuss how these qualities align with Montessori pedagogy (Turner, 2023).
The 7 Principles of UDL in the Montessori Classroom
According to Gargiulo & Metcalf (2023), the seven principles of UDL are: equitable use, flexibility in use, intuitive use, perceptible information, tolerance for error, low physical effort, and sufficient size and space for use.
Equitable Use
This means that the materials in the classroom are accessible to every student, regardless of abilities, disabilities and developmental level. An example of this in the Montessori classroom would be having the materials on the shelf complete and ready for the next user, and placed at the front of the shelf so it is visible and accessible to all.
Flexibility in Use
Materials that are flexible in use means the students can learn from the materials based on their own learning preferences. For example, a child struggling with attention skills may find building the pink tower with all ten cubes to be overwhelming. This child can start to increase attention and concentration skills, while still learning about size discrimination, working only with five of the pink tower cubes.
Intuitive Use
Materials with intuitive use means the child is able to learn from the materials without the constant need of an adult correcting how it is being used. Many activities in the Montessori classroom are intuitive, (e.g., spooning beans, touch tablets, classified cards), though a child is asked to sit for a one-on-one lesson with the guide first. Typically, after one presentation, the child is able to use the material at any time, though some children will be observed to take a material off of the shelf and utilize it perfectly without a presentation. Based on the needs of the child, the guide can provide as much or as little assistance as necessary.
Perceptible Information
The information the materials present must be easily transferred, regardless of the abilities of the child. The sandpaper letters offer the child the ability to explore sounds and letter shapes visually, tactilely, orally, and aurally. This means, even if a child has a loss of vision, he can still learn the shape and sound of the letter by tracing its shape, hearing the sound made by the guide, and repeating the sound himself.
Tolerance for Error
Montessori materials do not just tolerate error but celebrate it. Mistakes, in the Montessori classroom, are how children learn. The Montessori materials are self-correcting and are referred to having a control of error. The control of error means that the child will know whether the work was completed successfully by the boundaries of the material. For example, when working with spindle boxes, the child must count the correct quantity of spindles into each compartment from zero to nine. There are only 45 spindles, so if a counting error has occurred, the child will not have enough, or will have too many, spindles left at the end of the activity. This tells the child something went wrong and encourages him to find and correct the error independently.
Low Physical Effort
The environment must be arranged in a thoughtful manner that allows students to access and use materials with as little difficulty and excess effort as possible. For example, if a child is wanting to practice cursive writing on paper, supplies should be easily accessible and ready for the child. A child should not have to wait for the adult to provide writing paper, then look throughout the classroom for a pencil, and then have to find a sharpener to prepare the pencil. Paper should be available and accessible to all students with a supply of freshly sharpened pencils nearby that the child can access independently. This is part of the “prepared environment” in Montessori pedagogy.
Size and Shape for Use
Regardless of the abilities, disabilities, and developmental level, each child needs to be able to move freely, easily, and with as little hindrances as possible. Enough space must be provided for children to maneuver and reach materials with as little assistance as possible from others. An example of this would be ensuring there is enough space around shelves and furniture for a child’s wheelchair to move throughout the environment and access materials from the shelves.
The 7 Principles of UDL in the Montessori Classroom
According to Gargiulo & Metcalf (2023), the seven principles of UDL are: equitable use, flexibility in use, intuitive use, perceptible information, tolerance for error, low physical effort, and sufficient size and space for use.
Equitable Use
This means that the materials in the classroom are accessible to every student, regardless of abilities, disabilities and developmental level. An example of this in the Montessori classroom would be having the materials on the shelf complete and ready for the next user, and placed at the front of the shelf so it is visible and accessible to all.
Flexibility in Use
Materials that are flexible in use means the students can learn from the materials based on their own learning preferences. For example, a child struggling with attention skills may find building the pink tower with all ten cubes to be overwhelming. This child can start to increase attention and concentration skills, while still learning about size discrimination, working only with five of the pink tower cubes.
Intuitive Use
Materials with intuitive use means the child is able to learn from the materials without the constant need of an adult correcting how it is being used. Many activities in the Montessori classroom are intuitive, (e.g., spooning beans, touch tablets, classified cards), though a child is asked to sit for a one-on-one lesson with the guide first. Typically, after one presentation, the child is able to use the material at any time, though some children will be observed to take a material off of the shelf and utilize it perfectly without a presentation. Based on the needs of the child, the guide can provide as much or as little assistance as necessary.
Perceptible Information
The information the materials present must be easily transferred, regardless of the abilities of the child. The sandpaper letters offer the child the ability to explore sounds and letter shapes visually, tactilely, orally, and aurally. This means, even if a child has a loss of vision, he can still learn the shape and sound of the letter by tracing its shape, hearing the sound made by the guide, and repeating the sound himself.
Tolerance for Error
Montessori materials do not just tolerate error but celebrate it. Mistakes, in the Montessori classroom, are how children learn. The Montessori materials are self-correcting and are referred to having a control of error. The control of error means that the child will know whether the work was completed successfully by the boundaries of the material. For example, when working with spindle boxes, the child must count the correct quantity of spindles into each compartment from zero to nine. There are only 45 spindles, so if a counting error has occurred, the child will not have enough, or will have too many, spindles left at the end of the activity. This tells the child something went wrong and encourages him to find and correct the error independently.
Low Physical Effort
The environment must be arranged in a thoughtful manner that allows students to access and use materials with as little difficulty and excess effort as possible. For example, if a child is wanting to practice cursive writing on paper, supplies should be easily accessible and ready for the child. A child should not have to wait for the adult to provide writing paper, then look throughout the classroom for a pencil, and then have to find a sharpener to prepare the pencil. Paper should be available and accessible to all students with a supply of freshly sharpened pencils nearby that the child can access independently. This is part of the “prepared environment” in Montessori pedagogy.
Size and Shape for Use
Regardless of the abilities, disabilities, and developmental level, each child needs to be able to move freely, easily, and with as little hindrances as possible. Enough space must be provided for children to maneuver and reach materials with as little assistance as possible from others. An example of this would be ensuring there is enough space around shelves and furniture for a child’s wheelchair to move throughout the environment and access materials from the shelves.
Do the 7 Principles of UDL Align with Montessori Principles?
In a previous post, Exploring the Principles of Montessori (ftc2rtc.com), I discussed these five Montessori principles: the absorbent mind, sensitive periods, the development of the will, independence, and discipline (Turner, 2023). For Montessori pedagogy to evolve, it must maintain its roots, in this case, its main principles. We want to avoid changing Montessori pedagogy, but instead refine it to benefit the current and modern needs of our society.
Absorbent Mind
The absorbent mind is Montessori’s phrase to describe the ability of the 0–6-year-old child to take in everything in his environment (language, culture, sensorial experiences), and integrate it into his mind and body. The absorbent mind creates an understanding of his environment and helps him to teach himself language and other skills effortlessly. To encourage the best environment for this absorbent mind, the Montessorian must ensure there is a prepared environment ready.
If the absorbent mind is all about the child assimilating information in the environment, then it is important that the 0-6 child have access to the best information and sensorial experiences possible. The UDL principles of equitable use and low physical effort in the Montessori classroom ensure the child has easy access to materials that provide sensorial exploration and supportive developmental challenges to engage in.
Sensitive Periods
A sensitive period is a brief moment in a child’s life that urges them to seek out information about specific areas of development. “These are necessary for the further structuring of their own personalities in relation to their environment” (Montessori, 1992, p. 17). Sensitive periods develop at the unconscious level, so a child will not be able to communicate what he needs before he needs it. Again, the importance of the prepared environment, which aligns with the UDL principles, especially intuitive use, perceptible information, and tolerance for error.
Development of the Will
Montessori guides help the child’s development of will by allowing a freedom of movement and of choice. Not dependent on the adult to choose activities, the child is propelled to move towards activities that call to him. Sensitive periods will drive this movement and the adult’s job is to observe and provide as little friction between the child and his chosen work. This directly aligns with UDL’s principle of size and space for approach and use as the child can only freely approach and choose work that is accessible.
Independence
The greatest goal for every Montessori guide is to provide an environment that encourages and develops independence in every child. To do this, the child needs an environment free from interferences from the adult, inaccessibility of materials, and over-complex activities and expectations. UDL principles ensure the flexibility of materials to adapt to the learning needs and abilities of the child. For children with special needs, independence is a developmental goal that is more difficult to obtain. By creating a learning environment that reduces or eliminates obstacles, these children will be more independent and confident, and less different from their peers typically developing peers.
Discipline
In the Montessori classroom, discipline is about learning to balance one’s needs and wants with those of others in a shared space. For example, two children may want to work with the sandpaper globe, but only one person may work with it at a time. Options the children may choose are to fight over who gets to work the globe, to cry, to work together, or to choose something else and wait. This skill of self-discipline cannot be taught by the adult but will emerge once the groundwork of the will and independence has been laid. In order for the child to develop this strong skill of inner discipline, the Montessori environment must allow for the development of his will, freedom of movement, and freedom of choice. A Montessori classroom that allows the seven principles of UDL to flourish in the environment will only act to strengthen the discipline for every child.
Final Thoughts
Universal Design for Learning should be implemented into every Montessori classroom, not as a way to modify the environment and materials for children with special needs, but to prevent the need for modifications. The Children’s House is intended to be a welcoming space created for children to thrive and flourish with their physical, mental, and spiritual development. We know not all children arrive at this house with the same abilities or needs, but by embracing UDL practices and principles, Montessori classrooms can reach more children throughout our communities and the world.
References
CAST - Until learning has no limits® (2023b, August 10). CAST. CAST: Until learning has no limits®
Duncan, R., (2012). Ron Mace. [Photograph]. The Center for Universal Design. Public Health Image Library
Gargiulo, R.M. & Metcalf, D., (2023). Teaching in today’s inclusive classrooms: A Universal Design for Learning approach. Cengage Learning Inc.
History of universal design for learning. (n.d.). Universal Design for Learning. History of Universal Design for Learning - Universal Design for Learning (weebly.com)
Montessori, M.M. (1992). Education for human development: Understanding Montessori. Clio Press.
Turner, J.N., (2023). Chart 1: Examples of UDL (MMR, MMA, MME) in the Montessori classroom [Infographic]. Follow the Child to Reach the Child. UDMI First Steps: The ASQ (ftc2rtc.com)
Turner, J.N., (2023). Exploring the principles of Montessori. Follow the Child to Reach the Child. Exploring the Principles of Montessori (ftc2rtc.com)
CAST - Until learning has no limits® (2023b, August 10). CAST. CAST: Until learning has no limits®
Duncan, R., (2012). Ron Mace. [Photograph]. The Center for Universal Design. Public Health Image Library
Gargiulo, R.M. & Metcalf, D., (2023). Teaching in today’s inclusive classrooms: A Universal Design for Learning approach. Cengage Learning Inc.
History of universal design for learning. (n.d.). Universal Design for Learning. History of Universal Design for Learning - Universal Design for Learning (weebly.com)
Montessori, M.M. (1992). Education for human development: Understanding Montessori. Clio Press.
Turner, J.N., (2023). Chart 1: Examples of UDL (MMR, MMA, MME) in the Montessori classroom [Infographic]. Follow the Child to Reach the Child. UDMI First Steps: The ASQ (ftc2rtc.com)
Turner, J.N., (2023). Exploring the principles of Montessori. Follow the Child to Reach the Child. Exploring the Principles of Montessori (ftc2rtc.com)
