Universal Design for Learning

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. —UDL on Campus, About UDL

CAST, a non-profit educational research organization, has developed guidelines to suggest ways to increase access to learning. The guidelines are organized into a three-network model:

• Engagement: "The Why of Learning" - For stimulating interest and motivation in learning
• Representation: "The What of Learning" - For presenting information and content in different ways
• Action & Expression: "The How of Learning" -  For offering different ways for learners to express what they know

Because individuals bring a huge variety of skills, needs, and interests to learning, UDL seeks to provide universal access to all individuals.

Known as the “why” of learning, engagement is essential to learning, as it dictates how a learner becomes involved and motivated to learn. This principle is the reasoning behind students’ effort, persistence, and self-regulation. This can be very important in the classroom as well as in online environments.

To provide multiple means of engagement, offer ways for students to set and pursue their own goals, and to provide options for learning that are relevant, valuable, and meaningful.

Examples of Engagement 

• Integrate podcasts/video/video conferencing options for lectures.
• Include format choice (oral, written, visual) in assignments.
• Create safe, welcoming learning environments.
• Integrate service learning opportunities.
• Allow video, audio, or written options for self-reflection.
• Use individual response systems such as clickers or response cards.
• Include scaffolding to support novices.
• Incorporate individual, partner, small group, and large group activities.
• Use rubrics to heighten salience of objectives.

Known as the “what” of learning, representation refers to the different ways learners perceive and comprehend information. Learners with disabilities like deafness or dyslexia may require different strategies for learning content. With UDL, it’s crucial to provide multiple options for the representation of content.

Examples of Representation 

• Provide a comprehensive print and electronic syllabus specifying course requirements, course expectations, and due dates.
• Give multiple forms of instructor contact information.
• Include examples or illustrations of all major course assignments or activities.
• Use advanced organizers to highlight essential course concepts.
• Present course content using visual, auditory, graphic, and verbal formats.
• Ensure accessibility of course content and materials by using accessible documents and websites.
• Use captioned videos.
• Select textbooks that offer ebook options.
• Incorporate cooperative group activities.
• Encourage use of software that reads websites and documents.

Known as the “how” of learning, action and expression refer to the ways learners navigate through the learning environment. For example, learners who struggle with organizational abilities may require a different approach than others, and some learners may be better at expressing themselves through written text rather than speech.

Allow multiple means of action and expression by giving students a choice in the way they express what they've learned.

Examples of Action & Expression 

• Provide options for student response.
• Allow multiple formats for demonstrating knowledge—oral or written.
• Incorporate a variety of assessment formats.
• Establish framework for planning through detailed descriptions of assignments.
• Encourage use of technologies to ensure students accurately express their understanding.

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