Overview
The Universal Design for Learning Framework is an inclusive model for teaching that centers the needs of students with disabilities, with the overall goal of creating a learning environment that is accessible by all students without the need for accommodations.
Introduction to the Universal Design for Learning (UDL) Framework
Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone–not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.
The UDL principles are multiple means of engagement, action & expression, and representation. The UDL principles are based on the three-network model of learning that takes into account the variability of all learners. These principles guide the design of learning environments with a deep understanding and appreciation for individual differences.
According to the Center of Applied Special Technologies or CAST, the UDL Guidelines’ (2012) foundation includes over 800 peer reviewed research articles which can provide benchmarks that guide educators in the development and implementation of UDL curriculum. These guidelines are meant to act as a resource for evaluating and reducing barriers that exist within the curriculum, helping faculty enhance the chances for students to learn.
The UDL outcomes highlight the desire to support expert learners who are purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed.
UDL in Higher Education
Higher education institutions have a diverse student body with varying learning needs and preferences. UDL can help faculty address this diversity by providing flexibility in teaching methods and materials, ultimately minimizing the faculty’s reactive practices to accommodations throughout the term. UDL guidelines offer valuable suggestions for designing curricula, choosing materials, and shaping learning environments that consider the diverse range of students in higher education settings.
The UDL Guidelines graphic organizer provides an accessible explanation of practices and considerations that can be implemented in the classroom experience. Additionally, the CAST UDL web resources have even more examples of application of UDL.
Download the UDL Guidelines graphic organizer
Download any of the three variations of the UDL Guidelines on the UDL Guidelines site.
"Consider UDL as a way to shift your understanding of how all people learn, then UDL becomes a systematic means by which to move to the practical. UDL is not a prescriptive checklist or formula with set methods and tools to be applied in every situation (CAST, 2018)."
The Higher Education Opportunity Act (HEOA) of 2008
The fact that UDL is mentioned in the Higher Education Opportunity Act (HEOA) shows that the federal government acknowledges the benefits of UDL in enhancing classroom practices and increasing student success.
The HEOA definition of UDL includes its three main principles (representation, action & expression, and engagement) and highlights the importance of minimizing obstacles while providing appropriate support and challenges in teaching. Moreover, the HEOA underlines the importance of integrating UDL-related strategies into the training of future teaching professionals through their education programs. By proactively teaching faculty about UDL principles, they can be better prepared to support their diverse students. There is evidence that UDL can support higher education institutions retain students year to year as well. Visit the video below to learn more about how UDL supports student retention.
UDL and Student Retention
Three Principles of the UDL Framework
The UDL principles are based in an understanding of neuropsychology, the purpose is to activate multiple parts of the brain by facilitating multiple ways of engagement, action & expression, and representation.
Explore the accordions below, developed by CAST (2018) to learn more about the different UDL principles.
For a quick evaluation of your own starting point, download the How Do You Teach? Checklist, adapted from Colorado State University and the ACCESS project.
Affect represents a crucial element of learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while others are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.
I would like to re-create this table in some way, UDL Principle Multiple Means of Engagement In Practice.
Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.
I would like to re-create this table in some way, UDL Principles Multiple Means of Representation.
Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.
I would like to re-create this table in some way, UDL Principles Multiple Means of Action & Expression.
Frequently Asked Questions
Accommodations and Universal Design for Learning (UDL) are both approaches used in education to support students with diverse needs, but they differ in their scope and implementation.
Accommodations:
- Definition: Accommodations are specific adjustments or changes made to help a student with a disability access the same content or complete the same tasks as their peers.
- Individualized: Accommodations are often tailored to the needs of an individual student. They are provided on a case-by-case basis and may vary from one student to another.
- Reactive: Access is provided in response to a request by someone with a disability, typically through a service office on campus.
Universal Design for Learning (UDL):
- Definition: UDL is an educational framework that aims to design learning environments, materials, and methods that are accessible and effective for all students, including those with diverse learning needs.
- Inclusive: UDL is proactive and focuses on creating an inclusive learning experience for all students from the start. The goal is to minimize the need for individual accommodations by designing for diversity from the beginning.
- Flexible: UDL emphasizes providing multiple means of representation, engagement, and expression to address the variability in learners’ needs and preferences. This flexibility is built into the curriculum and instructional methods.
In summary, accommodations are specific adjustments made for individual students with identified needs, while Universal Design for Learning is a broader approach that seeks to create inclusive and flexible learning environments that benefit all students, reducing the need for individual accommodations.
Digital accessibility and Universal Design for Learning (UDL) are intertwined concepts in education. According to the principles of UDL, educators should design learning environments and materials that are inherently inclusive, considering diverse needs from the beginning. This involves providing multiple means of representation, engagement, and expression. Digital accessibility aligns with these principles, particularly in the context of online and technology-enhanced learning.
The World Wide Web Consortium (W3C) Web Content Accessibility Guidelines (WCAG) is a widely recognized set of standards for digital accessibility. These guidelines include principles for making web content more accessible to people with disabilities. Adhering to WCAG principles not only ensures compliance with accessibility standards but also supports the principles of UDL. For instance, providing alternative text for images, captions for videos, and ensuring compatibility with assistive technologies contributes to a more universally designed and accessible learning environment.
Visit the Instructional Accessibility Course Planning page to learn more about digital accessibility.
For faculty and academic programs, the Office of Teaching and Learning provides ongoing support to learn more about Universal Design for Learning and Accessibility. Please schedule a meeting today with our Faculty Developer of Instructional Accessibility to discuss ways in which you can enhance your knowledge around UDL.
For staff, the Learning Effectiveness Program promotes Universal Design for Learning and has opportunities to partner to talk more about how UDL supports neurodiverse students.
Related Resources
Instructional Accessibility Course Planning
Universal Design for Learning
UDL in Higher Education
References
CAST (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org
Universal Design for Learning: One Small Step Copyright © 2022 by Sara Dzaman; Derek Fenlon; Julie Maier; and Toni Marchione is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.
