This semester I am taking five courses, and one of my electives is HLTH 251, which focuses on healthy sexuality. The class includes lectures connected to textbook readings, along with interactive elements like small group discussions, QR-code surveys, and guest speakers. These strategies support engagement and reflect some variability in how students process information.
However, the assessment structure assumes an āaverage learner.ā Our entire grade is based on four timed exams with multiple choice and short answer questions. This design assumes that all students can demonstrate their understanding effectively under pressure. Personally, I struggle with tests and find that they do not accurately reflect how deeply I understand the material.
The readings this week challenged the myth of the āaverage learner,ā reminding us that variability is the norm, not the exception (Meyer et al., 2014). When we design around one dominant format, we risk creating barriers rather than identifying and removing them. The idea of inclusive design emphasizes that barriers are often created by systems, not individuals (Inclusive Design Research Centre [IDRC], n.d.). In this case, the barrier is not my ability to learn the content, but the narrow way learning is measured.
The reading also compared learning supports to everyday supports we rely on alarms, reminders, coffee, autocorrect. These tools reduce cognitive load and help us function more effectively. Similarly, learning environments should embed scaffolds and flexible options so students do not need to constantly self-advocate to succeed. If inclusive education requires equitable access and the opportunity to pursue excellence for all students (Inclusive Education Canada, n.d.), then assessment should reflect that commitment.
Using UDL principles, I would redesign the course to include multiple means of action and expression. Students could choose between exams, research essays, group projects, presentations, or reflective portfolios. Scaffolds such as study guides, practice quizzes, or structured outlines could also reduce unnecessary barriers.
Prompts
Prompt 1: Think of a recent learning experience (online or otherwise) youāve had as a student. Where did it assume an āaverageā learner? Briefly describe one or more ways you would redesign it using UDL principles to better support learner variability.
Prompt 2: Where do you see the idea of the āaverage learnerā shaping educational design? What would change if we assumed variability was the norm?
References
Inclusive Design Research Centre. (n.d.). The inclusive design guide. OCAD University. https://guide.inclusivedesign.ca/
Inclusive Education Canada. (n.d.). Right to education ā Inclusive education. https://www.inclusiveeducation.ca/learn/right-to-education/
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing. http://udltheorypractice.cast.org