What is UDL?

Universal Design for Learning (UDL) is developed by CAST based on 30 years of research on the neuroscience of learning. Rather than assume that all learners learn in the same way, UDL recognizes learner variability as the norm.

In particular, UDL validates the diverse ways that students with disabilities learn, including students who may use screen reader software to access digital content, students who may use speech-to-text software to write or take notes, and students who process information at different speeds and may require additional time to express what they know.

In traditional academic spaces, course design often stigmatizes students with disabilities by forcing them to request exceptions to timed tests, limited information formats, or more clarity on assignment expectations. In contrast, a UDL course embraces learner variability as the norm, and students with disabilities aren’t exceptions, but welcome and integral members of the community.

UDL introduces three principles for design:

• multiple means of representation (including media, text, outlines, images, and audio rather than text alone)
• multiple means of expression (allowing authentic assignments, options for class discussion and personal reflection, group work, and portfolio projects rather than tests alone)
• multiple means of engagement (inviting guest speakers, using current case studies, and encouraging student-generated research questions rather than lecture alone)

Tara Robertson and Afsaneh Sharif in Open Dialogues challenge instructors to build a society where people with disabilities are included, connected, and their being is valued: “When we make decisions to include or exclude people, that’s the kind of society we’re building.” What steps have you taken to ensure course content is accessible in the past? What support do you need now?

What are some examples of UDL in practice?

In practice, each principle looks different depending on the learning outcomes of a discipline or course.

For example, in a discussion board meant to demonstrate critical thinking, UDL invites instructors to allow students to submit video responses rather than written posts alone.

For a business course, UDL in action could be inviting local business leaders to help create assignment prompts or collaborate on portfolio projects.

To test application of skills, UDL challenges instructors to include one more way that students could express what they’ve learned rather than traditional tests.

UDL on Campus [Website] includes examples of application in education, music, construction, and criminal justice courses.

The +1 Approach: Start Small

To get started with UDL, Tom Tobin advocates for what he calls the +1 approach: what is one more way that students could express their knowledge in this course? By starting with an assignment or activity that isn’t going well, and applying the +1 method, instructors can practice UDL and boost student achievement in a short period of time.

By applying the +1 approach over the course of several terms, instructors build capacity for seeing more ways of inviting students to receive information, show what they know, and find motivation to succeed.

In “UDL plus one,” Tom Tobin explains an on-ramp to UDL: adding one change to a course each time you teach it in order to integrate new ways of thinking into your course design.

Beyond UDL: The protective action of an Anti-racist framework

While UDL embraces learner variability as the norm, it does not recognize how learners with intersecting social identities experience social forces and outcomes very differently. A learner’s many identities, including race, will produce different experiences of disability and different experiences of stigma and access to power. Andratesha Fritzgerald challenges educators to couple UDL with “a protective action” to design for those on the fringes or margins of traditional academic spaces, specifically focusing on students of color. In her keynote address, “Power and Empowerment: Honoring By Decision and Design,” Andratesha offers a series of commitments for educators to make to their students:

• You are more important than systems, instructor preferences, or course packaging
• I want to learn about you to help you reach your life goals
• I will honor you with instruction that includes you and respects the power you bring

References

“Open Dialogues: Open education and accessibility.” Centre for Teaching, Learning and Technology, University of British Columbia. YouTube. July 28 2017. Accessed June 2 2023.  https://www.youtube.com/watch?v=KcvYG-rkO-Y&t=1s

UDL on Campus: Universal Design for Learning in Higher Education. CAST. Accessed June 2 2023. http://udloncampus.cast.org/home

“UDL plus-one – Thomas Tobin.” DisabilityAwareness elearning. Nov 7 2021. Accessed June 2 2023. https://www.youtube.com/watch?v=FDt1r3FcCQU

“Power and Empowerment: Honoring By Decision and Design.” Andratesha Fritzgerald. In Designing for Justice: An Open Education Speaker Series. Accessed June 2 2023. https://openoregon.pressbooks.pub/designjustice/chapter/2-3-full-presentation-recording-and-slides/

Licenses and Attributions

All content on this page is by Veronica Vold for Open Oregon Educational Resources and is licensed under CC BY 4.0.