Universal Design for Learning

Intro to UDL

Welcome to the Introduction to Universal Design for Learning

UDL falls under the umbrella of Inclusion by offering a framework to include ideas for multiple means of engagement, representation, action & expression. It involves planning all course components to be flexible and have options, when possible. Its purpose is to help recognize and remove barriers for all kinds of learner variability (culture, ethnicity, age, gender, gifted, disengaged, and with/without documented disabilities). The idea is to plan for the “edges” and not the middle and to keep in mind that if it helps one student- it will help all students.

In addition to varying backgrounds, experiences and competencies, we must also keep in mind that it is most effective when we design our courses to minimize barriers for all, including students with disabilities. While we can’t anticipate the types of learner variability that may need to be planned for, we can plan to remove as many barriers as possible by presenting engaging materials in multiple ways. Further, offering multiple assessment options, ensures authenticity of learning and competency .

Universal Design for Learning is a framework to guide educators in designing learning experiences and environments that remove barriers to meet the needs of variable learners. UDL and Accessibility are not interchangeable terms, but UDL encompasses accessibility by its very nature of inclusive design. The Core Principles of UDL, in short, are: Engagement, Representation, and Action & Expression. These Principles will be covered more thoroughly in this unit. If we keep in mind the UDL Core Principles, when designing our courses and creating course materials, we will support all students, those who need more support as well as those who need more challenge.

Before you view the next video, please read this short story New York to LA by Wyl M. first, then tuck it away for a few minutes…it will be referenced in the video. (Yes, the story is a bit far-fetched, but its to prove a point.)

Multiple Means of Engagement: the WHY

Every one of us has strengths and deficiencies when it comes to learning and teaching. We know that there is a wide variance in Community college student populations, ranging from those entering at the developmental level to grad students meeting a requirement here and there. In addition to varying backgrounds, experiences and competencies, we must also keep in mind that it is most effective when we design our courses to minimize barriers for all, including students with disabilities. While we can’t anticipate the types of learner variability that may need to be planned for, we can plan to remove as many barriers as possible by presenting engaging materials in multiple ways. Further, offering multiple assessment options, ensures authenticity of learning and competency . When students need accommodations beyond what we, as instructors, are able to offer, then those will be provided by the Center for Student Access.

If you’d appreciate more evidence for why UDL is important for teaching and learning, watch this next video on Variability by Todd Rose. This video is a few years old, but still relevant.

Multiple Means of Representation: the WHAT

Because of learner variability it is important to adapt how we present information to our students using multiple methods. Learning, and transfer of learning, occurs when multiple representations are used , because it allows 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.”

UDL Guidelines_Accessible (you can save or print this)

UDL Guidelines from CAST opens in new window

Learning Styles – visual, auditory and kinesthetic – were the way we described the difference between learners until a few years ago when the theory was found not to be helpful to students. We have since learned that all students benefit from a variety of teaching methods. As UDL teaches us, what is necessary for some students, will be beneficial to many students.

UDL is all about goals: both learning goals and students’ individual goals. UDL encourages us to think about goals in everything we do, from determining how we will present material to how we assess what students learned. The overall goal of UDL is to help students become expert learners. 

Action and Expression: The HOW

Fortunately, or not, depending on how you look at it, UDL doesn’t come with a checklist or a manual. There are lots of resources though, and we’ve tried to bring you enough good ones to get you started.

This work by Megan Lin is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International