Universal design for learning (UDL)

This resource provides content on the UDL guidelines and how to apply them in your classroom, within an e-Learning context.

About this resource

Universal design for learning (UDL) is a framework to improve and optimise teaching and learning for all people based on scientific insights into how humans learn (CAST). This resource provides content on planning and applying UDL in an e-learning environment and useful resources for a UDL classroom.

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Universal design for learning

What is universal design for learning?

"Universal design for learning (UDL) is a framework to improve and optimise teaching and learning for all people based on scientific insights into how humans learn." - CAST

"The goal of UDL is to use a variety of teaching methods to remove any barriers to learning and give all students equal opportunities to succeed. It’s about building in flexibility that can be adjusted for every student’s strengths and needs. That’s why UDL benefits all learners." - Amand Morin, Understood

UDL guidelines

The UDL guidelines support educators to implement the universal design for learning framework.

These guidelines offer that can be applied to any discipline or domain.

The UDL guidelines offer concrete suggestions for teachers to ensure that all learners can access and participate in meaningful, challenging learning opportunities. Based on three main principles, they demonstrate how to provide multiple means of:

engagement – recognising learners differ markedly in the ways in which they can be engaged or motivated to learn
representation – recognising learners differ in the ways that they perceive and comprehend information that is presented to them
action and expression – recognising learners differ in the ways that they can navigate a learning environment and express what they know.

Use the guidelines to create 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 customised and adjusted for individual needs.

Universal Design for Learning guideline headings.

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from The UDL Guidelines.

Teacher, Kate Friedwald (Wairakei School) explains her approach to including all students in her classroom. Students have choices in their learning to allow them to meet their specific learning needs. A variety of differentiated activities are provided so students can personalise their learning.

Getting started
UDL and e-Learning
Resources

Applying UDL guidelines in your classroom

UDL supports the design of the least restrictive learning environments for students. Barriers are minimised. Learning supports and flexibility are built into the environment from the outset.

Choice is at the heart of UDL. Plan using the UDL guidelines to create a flexible curriculum and a more inclusive learning environment that meets the needs of all students.

Provide multiple means of engagement – Support students as they take ownership of their own learning paths so that they are able to optimise their choices and learn self-reflection and self-assessment.
Provide multiple means of representation – Plan to accommodate differences and maximise flexibility from the outset. Consider the needs of all your learners and what you can do within whole-class systems to include all students.
Provide multiple means of action and expression – Provide options for expression and communication that support student-centred learning and give them agency over their learning.

Know your learners

Take time to get to know all your learners. Find out about their interests, goals, ways they prefer to learn, and what they are able to do. Use that information to:

plan a classroom curriculum to meet students' needs rather than expecting students to fit to the curricula
plan learning and teaching activities that all students can participate in; this may mean utilising digital technologies such as text-to-speech to remove barriers to learning
identify and remove barriers to assessment; for example, provide assessment materials in a variety of ways and multiple options for students to demonstrate their learning
plan the design of the physical environment to create different spaces that allow students the choice to work in a variety of ways that suit their learning needs
create virtual environments that offer students different ways to share their thinking.

Including all learners

Begin your planning by focusing on students with unique learning needs.

UDL supports a shift away from time-consuming singular solutions for individual students to a curriculum focused on providing students with choice and autonomy – a personalised approach. Students must have access to learning in the way that works best for them. A one-size-fits-all approach to teaching does not work. Every child – not just the students with disabilities – is different.

When you begin planning by focusing on including students with unique learning needs, more students will benefit. Ideas recommended for students with specific needs can increase success for all students.

Minimising barriers to learning

Watch the video Long Story Shortz - Universal Design for Learning.

Transcript – Long Story Shortz – Universal Design for Learning

We can all agree classrooms are becoming more diverse. There is cultural, linguistic, social, economic, physical, cognitive diversity, and more. In the past, curriculum was designed with the average student in mind, but research shows there is no such thing as an average student. Each student's learning style is as diverse as his or her fingerprints. Every student enters our classroom with their own unique set of interests, background knowledge, strengths and challenges. When we use curriculum design for the average student, we leave many students behind. What if we could design learning activities so they were accessible and understood by all students?

Meet Ann; she teaches grade four at West Shore Elementary. Recently, Ann has noticed that, throughout the day, not all of her students are engaged. She feels bad, but she's not sure what to do about this. In the staff room, she asked Beth for advice. Beth used to feel the same way. Last year, she went to a workshop about Universal Design for Learning UDL. Now she designs her learning activities using the three main UDL principles: multiple means of representation, multiple means of expression, and multiple means of engagement. She has noticed a big improvement. Universal Design is a concept from architecture.

For example, curb cuts. Curbs presented an obstacle for people in wheelchairs, so curb cuts were introduced as a way to make public spaces more accessible. It turns out it helped others as well - people pushing strollers, pulling suitcases, rollerblading, and more. When you start a design concept thinking about people who have unique needs, more people benefit. This concept is now being brought to the world of education in the form of Universal Design for Learning or UDL. Does that mean I need to design a different learning activity for each student? Beth says she compares it to a dinner party. Last week, Beth invited eight people for her husband's birthday. Two were vegetarians, one was gluten-free, and one couldn't eat dairy. Beth planned with all the guests in mind. Her husband requested spaghetti. She cooked rice noodles, prepared a tomato sauce, and added beef to half. She offered two different dressings with the tossed salad. For dessert, flourless chocolate cake. Some guests chose the vanilla ice cream; others did not: “No thanks.” In the end, it wasn't much more work to prepare one meal that everyone could enjoy. Beth now plans with all her students' needs in mind. She removes barriers for some students and makes learning more accessible for all students.

Ann decides to try it with her upcoming salmon unit. She uses a smart board to introduce vocabulary. She sets up an aquarium so students can watch salmon hatch. She reads a story about salmon, shows a video about salmon, and displays a poster of the lifecycle. Students are encouraged to work individually or in small groups. She makes a list of ten ways to demonstrate their learning. The students can choose any five. Students can record their learning on an audio file, use a computer, or create a concept map. The students were more engaged, and Anne had more time for those who needed extra help. Ann now uses Universal Design for Learning in other areas. She has a class visual schedule with a large time timer. All students are offered pencil grips, fidget tools, headphones, and wiggle cushions. Ideas recommended for students with specific needs can increase success for all students. Try it for yourself! Multiple means of representation, multiple means of expression, multiple means of engagement. Universal Design for Learning - everyone benefits!

"The digital environment, with its connectivity, multimedia, just-in time communications, distributed authoring, wisdom of the crowd, and many other qualities, has opened the door to a range of communication skills and options, most critically, the opportunity for learners to act on materials—to understand them by changing them and making them their own." - Meyer, A., Rose, D. H. & Gordon, D. (2014). Universal design for learning: Theory and practice, Wakefield MA: CAST p. 50

Digital technologies provide flexible options to support teaching and learning across each of the three affective networks:

engagement (Affective networks: The why of learning) – multiple and flexible options for engaging and sustaining motivation
representation (Recognition networks: The what of learning) – multiple and flexible options for presenting content
action and expression (Strategic networks: The how of learning) – multiple and flexible options for supporting the creation and demonstration of knowledge and understanding.

Provide multiple ways for students to create, learn, and demonstrate understanding

Consider your students and identify different ways in which you can use digital technologies to provide opportunities for:

engaging learners
removing barriers to learning
increasing choices in the ways students can access and revisit information
increasing choices in the ways students can create and present their learning
increasing options for student collaboration.

The e-learning Planning Framework: A place to start from

The e-Learning Planning Framework (eLPF) can be used by individual teachers, syndicates, or a whole staff as a self-review tool to gather evidence about practice. Use this tool to identify "where you are" and to inform an inquiry into your next steps.

In the teaching dimension of the eLPF, the control and choice strand supports teachers to reflect on their own practice and connect with students and parents, so you can work towards empowering learners in your practice.

Teacher: I collaborate with my students regarding the appropriate selection and use of digital technologies for learning.
Student: In my school, I can work with my teacher to choose how I use digital technologies as part of my learning.
Parents/whānau: In our school, students and teachers work together to make decisions about the use of digital technologies for learning.

Junior school teacher, Denise Stanisich talks about her teacher inquiry focusing on raising student achievement in fluency and phrasing. She explains how she used various iPad apps in this process. The tools enabled student collaboration and reflection. Denise comments, "I feel using the different apps on the iPad has given children a lot more room for creativity to share with other children in the class."

Using Assistive Technologies

Assistive Technologies, sometimes referred to as "specialised equipment" or "assistive equipment", help students with disabilities do things they cannot otherwise do, or do things better. Assistive technologies can include technology devices such as computer hardware and software, as well as hearing, vision, and mobility devices and equipment, and specialised furniture.

Consider how standard devices can support all students, including those with special education needs. For example, rather than having one student with additional learning needs using an iPad with specific applications on it to support their learning, consider how all students can access and use iPads as part of the learning programme to support learning and collaboration.

"For most people, technology makes things easier, but for a person with a disability it makes things possible. What we want to do in a classroom is not to assess students for what their disability is, but assess their abilities and talents."

Below is a list of key resources, research and readings related to UDL and e-learning in the classroom.

Resources

CAST: Online tools CAST offers a number of robust (and often free) learning tools. These tools – many designed and tested as part of CAST’s research projects – help educators, developers, families, and other individuals experience the power of flexible learning environments.
The UDL guidelines The UDL guidelines are used in the implementation of Universal Design for Learning, a framework to improve and optimise teaching and learning for all. The guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.
What is Universal Design for Learning (UDL)? The Understood website provides practical information and supports for classroom teachers to include students with a diverse range of learning needs. This page on the site explains UDL.

Research and readings

Universal design for learning: Theory and practice To access this online book by Anne Meyer, David H. Rose, and David Gordon, you will need to create an account and sign-in. Access is free. The online book provides seven chapters of practical information about UDL and how to implement the guidelines. The online book allows you to highlight and take notes, which are saved for you online.
Inclusive practices for students with special needs in schools (March 2015) This report examines how well students with special education needs are included in New Zealand schools.