What is Universal Design for Learning?

The Universal Design for Learning (UDL) framework can be used to proactively design lessons that address learner variability. Using UDL guidelines, teachers can integrate flexible options and supports that ensure that standards-based lessons are accessible to a range of learners in their classrooms. In this week's post, I will introduce the components of the UDL  framework that teachers use to ensure students' equal access to the curriculum.

UDL infographic 
UDL infographic design

What is Universal Design for Learning?

Let's start by watching a short video that describes UDL at a Glance.


Here is a short article that explains how teachers can UDL: A Teacher's Guide. Within this article, there are two embedded videos. Be sure to watch both. The first shows how a teacher uses UDL in his class, the second emphasizes considering student variability, rather than only students' disability when considering universal design. 
Then read an article that explains How to Break Down Barriers using UDL. Be sure to pay particular attention to the one-page chart that offers questions and examples to guide this process. Finally, review a webpage that refutes common Myths about UDL.  



Universal Design for Learning (UDL): Top Notch Teaching 

Using UDL Guidelines to Plan Courses


Dalton (2017) stated that using UDL guidelines in creating learning materials can help instructional designers and educators overcome many barriers that prevent or impede student learning.   The three main components of the UDL framework - Engagement, Representation, and Demonstration/Expression - combined with the requirements of the Individuals with Disabilities Education Act (IDEA) could effectively empower practitioners in creating inclusive classroom environments.  Universal Design for Learning principles, which can help instructors meet students' diverse needs and abilities, are rooted in diversified instruction (Boothe, Lohmann, Donnell, & Hall, 2018).  Instructional designers, curriculum specialists, practitioners, and teachers can find a wide range of approaches and suggestions from UDL and IDEA guidelines to plan, develop, and integrate inclusive lessons for all types of learners (Smith & Lowrey, 2017)

UDL: Principles and Practice 

 

The following video is a presentation on how to integrate UDL guidelines effectively into inclusive lessons.  Click on the link to watch the video: 

What Do You Think?
Do you think that students have different strengths, needs, and interests?  
Learner variability recognizes the unique abilities and experiences each student brings to the learning environment, as well as, how each learns.
Starting from a place of acceptance of learner variability will allow educators to use UDL principles to design ways for all students to engage, understand and respond in more meaningful ways and become expert learners.   
Finally, explore the evolution of "average."  after this video, you will know that  "average" doesn't exist.


What are some changes you can make to meet the needs of all students?



References    
Berg, A. (2016). ESSA and UDL. CAST Professional Publishing. Retrieved February 28, 2019, from http://castpublishing.org/essa-and-udl/
Bobek, E., & Tversky, B. (2016). Creating visual explanations improves learning. Cognitive  Research: Principles and Implications, 1, art. 27. doi:10.1186/s41235-016-0031-6
Center for Applied Special Technology (CAST) (2018). UDL and the learning brain. Wakefield, MA: CAST. Retrieved from http://www.cast.org/our-work/publications/2018/udl-learning-brain-neuroscience.html
Center for Applied Special Technology (CAST). (2019). About universal design for learning. Retrieved from http://www.cast.org/our-work/about-udl.html#.XRfI4JNKjx4
Center for Applied Special Technology (CAST). (n.d.). CAST timeline. Retrieved from http://www.cast.org/about/timeline.html#.XHiF45NKh24
Eyler, J. (2018). How humans learn: The science and stories behind effective college teaching (1st ed.). Morgantown, WV: West Virginia University Press.
Fawcett, James. (2018). Geoffrey Raisman. 28 June 1939–27 January 2017. The Royal Society Publishing. Retrieved from https://royalsocietypublishing.org/doi/full/10.1098/rsbm.2018.0001
Novak, K. (2017). Why UDL. Retrieved from http://katienovakudl.com/why-udl/
Quality Matters. (2019). Course design rubric standards. Retrieved from https://www.qualitymatters.org/qa-resources/rubric-standards/higher-ed-rubric
Boothe, K. A., Lohmann, M. J., Donnell, K. A., & Hall, D. D. (2018).  Applying the principles of Universal Design for Learning (UDL) in the college classroom.  Journal of Special Education Apprenticeship, 7(3), 1-13.  Retrieved from https://files.eric.ed.gov/fulltext/EJ1201588.pdf 
 Dalton, E. M. (2017).  Beyond Universal Design for Learning: Guiding principles to reduce barriers to digital & media literacy competence.  Journal of Media Literacy Education, 9(2), 17-29.  doi:10.23860/JMLE-2019-09-02-02
 Smith, S. J., & Lowrey, K. A. (2017). Applying the universal design for learning framework for individuals with intellectual disability: The future must be now. Intellectual & Developmental Disabilities, 55(1), 48–51.  doi:10.1352/1934-9556-55.1.48





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