UDL Background

Universal Design was conceptualized from architecture - the idea that all spaces we build should be built to accommodate everyone. Some of these ideas include wider doors, elevators, automatically opening doors, ramps, family restrooms, etc. When we apply it to learning, the essence doesn't change. UDL is defined as a "practical framework for using technology to maximize learning opportunities for every student” (Rose & Meyer, 2002, Preface).

UDL in Theory

When UDL is applied, instructors create products to meet the needs of students with a wide range of abilities, learning styles, and preferences. The UDL curriculum “reflects an awareness of the unique nature of each learner and the need to address differences” by offering:

Multiple means of representation, to give learners various ways of acquiring information and knowledge;
Multiple means of action and expression, to provide learners alternatives for demonstrating what they know;
Multiple means of action and engagement, to tap into learners’ interests, offer appropriate challenges, and increase motivation. (CAST)

UDL in Action

Sheryl Burghstahler from the University of Washington, is recognized as one of the leaders in the field. In her research she makes the argument that UDL can be applied to all aspects of instruction —teaching techniques, curricula, assessment—as indicated in the following guidelines.

Class Climate. Adopt practices that reflect high values with respect to both diversity and inclusiveness. • Interaction. Encourage regular and effective interactions between students and the instructor and ensure that communication methods are accessible to all participants.
Physical Environments and Products. Ensure that facilities, activities, materials, and equipment 5 are physically accessible to and usable by all students and that all potential student characteristics are addressed in safety considerations.
Delivery Methods. Use multiple, accessible instructional methods that are accessible to all learners.
Information Resources and Technology. Ensure that course materials, notes, and other information resources are engaging, flexible, and accessible for all students.
Feedback. Provide specific feedback on a regular basis.
Assessment. Regularly assess student progress using multiple, accessible methods and tools and adjust instruction accordingly.
Accommodation. Plan for accommodations for students whose needs are not met by the instructional design. (Burgstahler, 2007a)

Check out University of Washington's DO-IT program and website where they promote inclusion and success for people with disabilities.

Additional Information / Alternative Format:

Click Next to watch the recording of Tom Tobin's Keynote on UDL