Article Critique: Universal Design For Learning

In his article, Ryan Hourigan discusses a strategy called Universal Design for Learning (UDL), which allows for opportunities to include all students in music education. He highlights the fact that most Pre-K-12 music education programs in the United States are limited in that they focus solely on performance, is largely based on the Euro-centric European tradition, and provides a “one size fits all” approach to music education (90). This model of music education does not provide equal access to knowledge and opportunity for all students. Hourigan quotes Dewey, explaining that experience does not equate to education. In other words, music educators must go beyond standard goals and practices in order to obtain a more inclusive attitude and

All students must have access and opportunity to engage in music, meaning that all students should be allowed to participate regardless of disability, socioeconomic status or other factor. Music educators should strive to design learning opportunities and spaces in their lesson plans and curriculum that are universal, rather than having to incorporate accommodations and modifications later on. Examples of different types of inclusion include: partner ensembles, reverse inclusion, small-group performances, peer music lessons, and using technology such as iPads. Stripping away barriers makes it more likely for students to feel motivated and excited to participate in the music classroom. For the second principle, multiple means of representation, the music teacher must adapt to students’ individual values and experiences. They can do so by incorporating small and large group experiences, traditional and non-traditional literature, contextual understanding, and a variety of emotional and non-verbal communication. Principle 3, multiple means of action and expression calls for teachers to “guide appropriate goal-setting,” “support planning and strategy development,” and “enhance capacity for monitoring progress all with the final goal of developing expertise in executive functions” (108). Overall, UDL is meant to provide all students with the tools for success in the music classroom and, ideally, in the real world as