Universal Design for Learning
Universal design for learning (UDL) applies the principles of universal design to teaching and curriculum design by providing a blueprint for creating instructional goals, methods, materials, and assessments that works for all learners. UDL provides multiple and varied formats for teaching, learning, curriculum development and assessment, and relies on technology to facilitate individual learning styles. Sopko, 2009
The term universal design for learning was defined in federal education law as a scientifically valid framework for guiding educational practice that:
Increases flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and
Decreases barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.
Higher Education Opportunity Act of 2008, P.L. 110-315, §103(a) (24)
There is no one-size-fits-all solution within universal design for learning. Flexible approaches to instruction can be customized and adjusted for individual learning needs. Such a curriculum and learning environment provides access for children with varying abilities to age appropriate education content. This opens the door for children with disabilities to achieve the academic standards set for all students in a school, district or state.
UDL promotes information intake and processing
Every child can benefit from having multiple and flexible options to engage in learning. The guiding principles of UDL parallel three learning networks:
- Recognition
- Expression
- Engagement
Rose & Meyer, 2002; National Center on Universal Design for Learning
Multiple means of RECOGNITION: provide various options for children to understand what they see, hear and touch via perception, language/symbols, closed captions and comprehension.
The “what” of learning, this principle is based on the brain’s recognition networks that identify and categorize what we see, hear, and read.
Example: multiple ways to practice counting
Mrs. Garcia, an early childhood special education teacher, consults with Kentrell’s teacher in the Kid’s Corner Preschool. She suggests that Mr. Jackson consider a variety of materials and presentation methods to help Kentrell (and his peers) learn the value of numbers. Kentrell is four years old and is very interested in animals and music. He also has a significant visual impairment.
Mr. Jackson gathers pictures of animals of various sizes (from large to small) and collects plastic animals for all his students to manipulate in their counting games. He teaches Kentrell and his peers a counting song to sing while they manipulate the plastic animals. Mrs. Garcia also suggests using screen magnification and reading software to magnify images and customize the display for Kentrell by changing the color, light and font of the images.
Multiple means of EXPRESSION: provide various options for children to express and demonstrate what they know via writing, speaking, drawing, video and audio recording, word processing etc.
The “how” of learning, this principle is based on the brain’s strategic networks for planning and performing tasks.
Example: Multiple ways to express math facts
The children in Mr. Jackson’s class use a variety of ways to indicate the correct number when they count out their snack, blocks, crayons and friends playing in specific centers. They point, stamp, verbalize, sing, color, circle, select a magnetic number from a board or press a computer key. Kentrell’s favorite options are verbalizing and using a computer game customized for his visual needs.
Multiple means of ENGAGEMENT: provide various options for engaging children in affective learning by using their interests/motivation and the “just right” challenge in activities and learning opportunities.
The “why” of learning, this principle is based on the brain’s affective dimensions and how each child can be engaged or motivated to learn.
Example: Multiple ways to engage children in counting.
Mr. Jackson understands developmentally appropriate practice, and knows that young children need to manipulate concrete objects when learning to count. Motivators engage them emotionally (e.g., high fives or counting something out of the ordinary such as how many classmates have pets, and the total number of dog vs. cat legs in the class) and further encourage their interest in numbers. So Mr. Jackson incorporates Kentrell’s interest in animals and computer games in center materials and counting activities.
