It would be impossible to say that every person engages with and processes information in the exact same way in a learning environment. Each and every learner is unique and so are their learning preferences. So, how do we ensure that we create inclusive, flexible learning environments where people of all abilities can thrive? That’s where Universal Design for Learning (UDL) comes in.
What is Universal Design for Learning (UDL)?
A framework based on neuroscience and evidence-based educational practices, UDL offers a proactive approach to designing inclusive learning activities. Developed by the US non-profit organisation CAST, UDL promotes more flexible teaching and learning environments where all learners have equal opportunities.
Universal design exists all around us, not just in a learning environment. For example: an institution might make the conscious decision to build a ramp to its entrance rather than choosing stairs. The ramp makes it easier for people with disabilities to access the facility, and it’s also beneficial for people delivering supplies, the elderly, or people with prams. The entrance is designed to be multi-purpose, taking into consideration the needs of all people, not just one group.
For UDL to work, educators must reflect on their beliefs, skills, and systems for teaching learners, breaking away from rigid, one-size-fits-all models of education. The framework helps teachers anticipate barriers to learning, address them head-on, and comprehensively cater to all learners.
The goal of UDL: Learner agency
UDL isn't about framing the issue as a learner's perceived shortfall; it's about rethinking how we design teaching and learning to ensure that all learners can engage in meaningful education. Neither is it a “one-and-done” solution—effective universal learning design calls for the relationship between educator and learner to be regularly assessed, creating a nurturing environment where learners can make sense of material individually and collectively.
UDL helps foster learner agency by supporting learners to be:
- purposeful: learners believe they can succeed and act in ways that are personally and socially meaningful.
- reflective: learners understand what motivates them and what helps them learn, and can make adjustments when needed.
- resourceful: learners understand and can apply their strengths, skills, and resources.
- authentic: learners understand what it means to bring their whole self to the learning.
- strategic: learners set goals and keep track of their progress with a clear plan.
- action-oriented: learners take charge of their own learning and work with others to achieve their goals.
The Universal Design for Learning guidelines
Now that you understand the purpose of UDL, let’s examine how to implement it. A set of guidelines informs how this framework can be implemented. They aim to support educators, curriculum developers, researchers, parents, and others in applying UDL to real-world settings.
UDL acknowledges that we learn differently across three primary networks in the brain:
- Affective Networks: these influence our emotions and motivations
- Recognition Networks: these influence what we perceive and understand through our senses
- Strategic Networks: these influence how we organise and communicate our thinking
From this, three principles were developed that underpin the framework and acknowledge the variability within learners— how we perceive information, express ourselves, and engage with learning differs.
The first principle is Engagement, which aims to offer learners a range of options to support their interest, motivation, and resilience. It guides the design of learning environments that are safe, relevant, and supportive of learners’ motivation and resilience.
Next is Representation, which focuses on how we recognise, make meaning of, and use information. It also focuses on presenting information in different ways to support everyone’s access and understanding.
Last but not least, we all differ in our abilities to organise ourselves, our thinking, and our expression of what we know. Action and Expression is about providing options and support so everyone can learn, create, and share in ways that work for them.
These principles help us to foster respectful, inclusive environments where everyone is learning and achieving and where diversity is seen as a source of strength.
Source: https://udlguidelines.cast.org/
The UDL thinking cycle
There are several approaches to applying UDL in educational environments, including the UDL Thinking Cycle. The cycle offers a step-by-step process for educators to follow in their planning.
Step One: What do we know about the people and context?
Ask yourself, what do we know about the ākonga/learner?
- Cultures, languages and identities
- Connections to place
- Strengths and passions
- Prior knowledge and experience
- Specific needs and preferences
- What’s on top?
- Wellbeing and morale
Ask yourself, what do we know about the context?
- Time of day, time in the week
- Environment: online, face-to-face, field trip
- Familiar or unfamiliar activity or setting
Step Two: What’s the goal and purpose?
Ask yourself:
- What is the goal?
- Why are we doing this?
- What could success look like?
- Can these be co-designed with ākonga?
Step Three: Identify possible barriers to learning in the design
Ask yourself, what in our design or how we teach and communicate could create inequality and discrimination or get in the way of learning?
Think about possible barriers to:
- Engagement and motivation
- Accessing and understanding information
- Participating in learning and expressing knowledge
Step Four: Identify universal supports
Ask yourself, what supports, options and tools can we make available to everyone?
- Build 1:1 or differentiated approaches and supports into the design?
- Include approaches that have worked well in the past
- Include approaches that support wellbeing and belonging, such as kai, music, an organised space, and cultural practices.
Step Five: Make a plan supported by UDL guidelines
Make and implement a plan to support learner variability across all three UDL principles (Engagement, Representation, Action and Expression):
- Allow what you know about your ākonga/learners to influence the design
- Address key barriers
- Build in useful options and universal supports aligned to the three UDL principles
- Consider how to get feedback
Step Six: Teach, evaluate, revise
Ask yourself:
- What options, universal supports and strategies worked well?
- What didn't work so well?
- What did the feedback highlight?
- What will I try next time?
Source: https://ncea.education.govt.nz/universal-design-learning-udl
Additional UDL resources for educators
Everyone deserves equal opportunity and access to learning—Universal Design for Learning is a solution that fosters inclusive environments where learners have agency over their own learning. The approach is an ongoing process requiring a commitment to practice, adjustment and refinement. No two brains are the same, and UDL offers a scientific, experience-backed approach to learning that doesn’t just empower learners collectively, but also helps develop world-class educators.
Articles and information:
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https://www.understood.org/en/articles/understanding-universal-design-for-learning
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https://www.understood.org/en/articles/how-to-break-down-barriers-to-learning-with-udl
Videos:
Ako Aotearoa is a government-funded organisation committed to supporting the country’s tertiary sector teachers, trainers, and educators to be the best they can be for the success of all learners.
Sources:
https://inclusive.tki.org.nz/guides/universal-design-for-learning/#site-main
https://view.genially.com/623b8550473d8800194831a7/interactive-image-udl-thinking-cycle