Universal Design for Learning

UDL is both a mindset and a way to approach designing instruction.

UDL is a framework to guide the design of learning environments that are accessible and challenging for all. Ultimately, the goal of UDL is to support learners to become “expert learners” who are, each in their own way, purposeful and motivated, resourceful and knowledgeable, and strategic and goal driven. UDL aims to change the design of the environment rather than to change the learner. When environments are intentionally designed to reduce barriers, all learners can engage in rigorous, meaningful learning. (UDL FAQs - CAST)

UDL rehumanizes learning by creating opportunities for each and every student to show their brilliance. Our students are not broken. (Would You Rather? through a UDL lens - NOVAK)

UDL is grounded in neuroscience. There is no “neurotypical” brain - variability exists in everyone. Rather than planning for a non-existent “average” learner and trying to meet everyone’s needs with differentiation, variability can be planned for, minimizing the need for differentiation. (What is UDL infographic - NOVAK)

There are three steps to designing with UDL: 

1. Setting rigorous goals aligned to grade-level standards

2. Identifying barriers that may get in the way of learners achieving the goal(s)

3. Designing learning for students to minimize the barriers

The goals are firm, but the means to accomplish the goal are flexible: Firm goals with flexible means.

UDL does not replace differentiation, but it will likely reduce the amount of differentiation needed in a learning environment. When designing options or opportunities for student variability, these options should be presented to all learners to choose from, even if the opportunity was specifically designed or planned to minimize barriers for some subset of learners. These options are essential for some, but can be good for all.

Why do nurturing, inclusive environments matter?

• The Importance of Presuming Competence
• Removing the Barriers, Planning for All
• 5 Moore Minutes (Video series by Shelley Moore)

Where does UDL come from and why is it important?

• UDL at a glance (Video by CAST)
• CAST UDL Guidelines (one-page graphic organizer)
• Universal Design for Learning: Theory and Practice (Book by Anne Meyer and David H. Rose)

What is the connection between culturally responsive instruction and UDL?

• Antiracism and UDL by Andratesha Fritzgerald
  • CAST provides a free downloadable Leadership Implementation Guide to accompany the book.
  • CAST provides a webinar Sharing Stories: Antiracism and Universal Design for Learning with Andratesha Fritzgerald.

Searchable resource list:

Limitations in Application of UDL Guidelines from CAST:

• Focusing first on the guiding principles of UDL before introducing the UDL Guidelines can help to understand what and why UDL is important before moving into how to design with UDL.
  • The UDL Guidelines are the “how” and should be delayed until after the “why” and “what” of UDL. They can be used as an idea bank (versus a checklist) to further identify and reduce possible barriers.
• Some of the language and sample lessons pre-date current California content frameworks, standards and pedagogical practices.
  • Some of the language under the checkpoints in the UDL guidelines assume support for improvement for students in an instructional model more grounded in direct instruction vs. inquiry.
• Not all content areas are represented in CAST UDL resources or perspectives.
• Some of the resources on CAST have been “retired” - which may help in understanding the progression to current practice, but no longer represent current thinking.

Universal design for learning and culturally and linguistically responsive instruction (CLRI) both begin from the premise that our students are not broken. When students are unable to reach learning targets, the problem lies in the design of instruction. In addition, both UDL and CLRI center the needs of students most marginalized in our current educational system. These needs are considered during the lesson design, as the teacher builds from the assets and brilliance of the students.

Andratesha Fritzgerald writes in her book Antiracism and Universal Design for Learning: Building an Expressway to Success: 

UDL and culturally responsive teaching are both based on brain research that invites all learners to the table with tools and strategies that encourage empowerment through choice and agency. Making sure that all learners have access to rigorous outcomes is the goal of both UDL and culturally responsive teaching. 

There is no such thing as a learning environment that is truly universally designed and not culturally responsive. Also, there is no way to be truly culturally responsive without universally designing the learning experiences. (p.55)

Check out the resources section for more to explore on this topic.
 

When designing professional learning, the principles of UDL can help to guide both structural and instructional design. Even when you have limited information about the learners, you can still design around learner variability by providing intentional options around perceived areas of variability.

Examples of options to consider:

• Engaging With New Information:
  • Content Format: Video, article, diagram, experiment, small group instruction, podcast, task
  • Choice of Grouping: individual, partner, small group
  • Choice of Equipment/Materials: On a computer/device, on paper
• Engage Meaningfully with Content:
  • Challenge: Learners working towards same standard/goal, but choose the level of difficulty to meet their needs (with the option to move up and down as they need)
  • Grouping:  individual, partner, small group
  • Feedback: Self, peer, group, teacher
• Show Evidence of Learning:
  • Skills: Skill analysis & reflection, rubric, check-off-list, routine, video, poster, etc.
  • Knowledge: Brochure, article, poster, comic strip, how-to video, commercial, playbook, webpage, article, post, webinar, report, podcast, teach someone

Other ideas on Planning Professional Development Using a UDL Lens from Katie Novak.

Guiding principles of universal design for learning are: 

• Variability is the norm, is predictable and can be planned for
• Context matters in how particular aspects of variability are an asset or a barrier to learning
• Barriers are in the design and not the learner
• The goal of UDL is not just content knowledge but expert learning