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This resource is a video overview about Universal Design for Learning. It covers UDL principles, benefits, incorporation, and examples in the classroom. This resource is relevant to my understanding of UDL because it offers a brief, yet comprehensive explanation of what UDL is, why it is worth implementing in the classroom, and how it looks in action. This resource is a good introduction to the topic.

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This resource is a visual that represents how UDL makes learning accessible to students from the beginning. The article explains the purpose behind making learning accessible and not just equal or equitable. This resource is relevant to my understanding of UDL because it demonstrates the difference between using accommodations to make learning equitable and designing learning to be accessible from the start.

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Do you notice the differences between the three scenarios above? In the first scenario, each child gets exactly the same support. The second scenario demonstrates how each child gets what is needed to access the ball game. The third scenario presents a thought-provoking concept: Why don't we make things accessible for all from the beginning? Herein lies the bedrock of Universal Design for Learning (UDL). According to the UDL guidelines from CAST, UDL diminishes barriers and amplifies learning for all students.

Teachers that apply UDL principles to their teaching provide multiple means of engagement, representation, and action and expression. CAST defines UDL as "a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn." Students have multiple options for how to gain information, how to process the content, and how to show understanding and mastery of the material. As illustrated by the scenario above, "UDL aims to change the design of the environment rather than to change the learner. When environments are intentionally designed to reduce barriers, all learners can engage in rigorous, meaningful learning."

Embedded in the concept of UDL is the essential right to accessibility. Accessibility can mean many different things, but when we think about education, accessibility applies to teaching environments, materials, and strategies. The days of handing every student the same worksheet are over. Now that same worksheet can be scanned by an app and read to the student. Another student may need to leave answers orally using a dictation app, while another may use a translation app to have the content read in a native language. Our classrooms are full of diverse learners, and by making the content accessible to all learners, students can show what they know in a multitude of ways.

Teachers may initially be overwhelmed by the thought of making all content, materials, and environments accessible, which is why developing content with accessibility in mind is essential.

Here are a few resources to get started:

(This article originally appeared in the fall/winter 2018 issue of The Decoder).

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Accessibility and Universal Design for Learning | Wilson Language Training

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Do you notice the differences between the three scenarios above? In the first scenario, each child gets exactly the same support. The second scenario demonstrates how each child gets what is needed to access the ball game.

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This resource is a tool to guide education professionals in implementing the UDL principles into the teaching and learning environment. The UDL Guidelines are provided by CAST and offer a concrete set of suggestions. This resource is relevant to my understanding of UDL because it is a very comprehensive tool that I can use to find strategies and ideas in order to apply the UDL principles into my curriculum and lesson planning.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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This resource is a Venn Diagram that shows the similarities and differences between UDL and Differentiated Instruction. This resource is relevant to my understanding of UDL because it explains that UDL is put in place for all students from the beginning of the planning phase of the lesson and Differentiated Instruction aims to address students' individual needs. It also demonstrates how the two approaches used together could offer a wide range of supports for students.

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This resource is an article that was published in the Journal of Language Learning Technologies about the application of new technologies and UDL in the context of foreign language classes. This resource is relevant to my understanding of UDL because it specifically discusses the role that UDL can play in a language class. It provides several content-specific examples of how to support diverse engagement, representation, and expression.

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This resource is a 3-unit course that presents educators with an explanation about UDL, examples about how to incorporate UDL in their classrooms, and steps to create lesson plans using UDL. This resource is relevant to my understanding of UDL because it breaks down the process into manageable chunks and includes useful examples of what it looks like in practice.

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This course will be used for K-12 educators seeking to accommodate all leaners through universal design for learning. Novices will develop their knowledge and craft by studying research, viewing classrooms using UDL guidelines and observing learners to target specific needs. By the end of this course, educators will be creating their own lesson using multiple means of representation, expression and engagement to make content accessible for all students.

Participants of this course will learn fully online. Participation is self-guided, adding to discussions and participating in activities as you go. Options will be provided to go out into the field to document student needs, however, a video will be provided for those who would prefer to participate fully online. Participation requires a computer and Internet connection. Educators can use this mini-course to independently supplement their instructional knowledge of universal design. It can also be used by a group of educators to complete together, participating in discussions and collaborative events communally.

After completing a needs assessment, my research indicated a significant need by educators to understand universal design. The overall results of a survey strongly represent a need for learning the principles of UDL as well as how to apply it in classrooms. When asked, "What is universal design for learning?" the frequently response was "Not sure". When asked if they were familiar with the Universal Design for Learning Guidelines, 85% of participants responded "No". When asked if they were familiar with the three networks of the brain, 100% of participants responded "No". When asked how to use UDL in their classroom, the most frequent response was "I don't know". When asked how teachers assess student needs, the most frequent responses were formative and summative assessments and classroom observations. When asked what strategies they use to collect student need data, they answered: collaborate with service providers, observational checklists, formative and summative assessments and contact parents. When asked what accommodations and modifications are used for student needs, teachers responded with "modifying how students practice a certain skill" and "use visual supports". When asked whom to seek for assistance with these things, teachers appropriately responded with our assistive technologist and our special education teachers. When asked if they were comfortable applying UDL in their classroom currently, participants demonstrated they were uncomfortable. This data supports the targeted objectives for this mini-course.

Performance Objectives

Learners will demonstrate understanding of Universal Design for Learning Guidelines by watching a video and reading research to interact with their peers in a discussion regarding means of representation, expression and engagement.

Learners will understand the three brain networks (the why, the what and the how) of learning by completing a comprehension check.

Learners will compare and contrast the three brain networks (the why, the what and the how) of learning by selecting learning opportunities to cater to all learners through a provided classroom scenario.

Participants will define examples of learning barriers and will provide examples of how to achieve UDL in their classroom by eliminating these barriers.

Using the learner analysis process and a provided observation form, learners will understand learner characteristics to observe a cohort of students to identify group and individual learner needs.

Using collaborative discussion, learners will share their observations and findings with their peers and provide suggestions based on UDL guidelines.

Using research, educators will identify the key elements of a universally designed lesson plan.

Using provided examples as a reference, learners will create a lesson plan that includes multiple means of representation, expression and engagement.

Students will share their prepared lesson plan and provide feedback to their peers by using a rubric to evaluate lesson plans.

Students will respond to a self-reflective prompt about applying UDL guidelines in their classroom.

This mini-course includes the following units. Click the title of a unit to go to its page.

Unit 1: What is Universal Design for Learning?

Learners will demonstrate understanding of Universal Design for Learning Guidelines by watching a video and reading research to interact with their peers in a discussion regarding means of representation, expression and engagement.

Learners will understand the three brain networks (the why, the what and the how) of learning by completing a comprehension check.

Learners will compare and contrast the three brain networks (the why, the what and the how) of learning by selecting learning opportunities to cater to all learners through a provided classroom scenario.

Unit 2: How Can Educators Incorporate Universal Design for Learning?

Participants will define examples of learning barriers and will provide examples of how to achieve UDL in their classroom by eliminating these barriers.

Using the learner analysis process and a provided observation form, learners will understand learner characteristics to observe a cohort of students to identify group and individual learner needs.

Using collaborative discussion, learners will share their observations and findings with their peers and provide suggestions based on UDL guidelines.

Unit 3: Creating Your Universally Designed Classroom

Using research, educators will identify the key elements of a universally designed lesson plan.

Using provided examples as a reference, learners will create a lesson plan that includes multiple means of representation, expression and engagement.

Students will share their prepared lesson plan and provide feedback to their peers by using a rubric to evaluate lesson plans.

Students will respond to a self-reflective prompt about applying UDL guidelines in their classroom.

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This course will be used for K-12 educators seeking to accommodate all leaners through universal design for learning. Novices will develop their knowledge and craft by studying research, viewing classrooms using UDL guidelines and observing learners to target specific needs.

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This resource is a collection of online tools that CAST has curated on their website. It includes tools for educators, students, and families to implement the principles of UDL. This resource is relevant to my understanding of UDL because it includes many tools that walk me through the process of implementing UDL in my lessons. For example, the TIES Lessons for All tool walks you through prompting questions to help you reflect on how you can make your lesson more accessible, depending on the amount of time you have available at the moment.

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As part of our barrier-busting mission, CAST offers a number of robust (and often free) learning tools. These tools-many designed and tested as part of CAST's research projects-help educators, developers, families, and other individuals experience the power of flexible learning environments.

Clusive®️: An Accessible, Digital Reading Platform

Try our free, adaptive, and accessible web-based reader for students in grades 5-12.

Learn about Clusive

CAST Figuration®️

A feature-rich, responsive, mobile-first, accessible, front-end framework for web developers. Get started fast with reusable components, interactive widgets, and customization options with plenty of examples and documentation.

Learn about CAST Figuration

CAST's Online Tool Museum

Explore a selection of CAST's online tools from the past. These well-loved products influence our current work, but are no longer maintained as stand-alone applications.

Strategic Reader

This article describes the experimental study which evaluated the effectiveness of The Strategic Reader. Strong evidence supported that students using the online tool experienced significant growth in comprehension scores.

Access the article abstract

Top of Page

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As part of our barrier-busting mission, CAST offers a number of robust (and often free) learning tools. These tools-many designed and tested as part of CAST's research projects-help educators, developers, families, and other individuals experience the power of flexible learning environments. Try our free, adaptive, and accessible web-based reader for students in grades 5-12.

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Universal Design in Action for World Language Learners

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Universal Design in Action for World Language Learners

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This resource is a document published by the Virginia Department of Education. On pages 53-56, they outline a lesson for the World Language classroom about weather and provide planning questions to consider during the lesson and ongoing assessment. This resource is relevant to my understanding of UDL because it provides some guiding questions to help implement the UDL principles and it also provides an example of what a potential responses could be for a full lesson.

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This resource is a video that discusses the principles of UDL and strategies that could be used when the population includes culturally diverse and ELL students. This resource is relevant to my understanding of UDL because my school has recently seen an increase in ELL students, particularly from Columbia. Teachers are feeling unequipped with strategies and tools to help these students and our district does not have a sufficient ELL program. By implementing some of the strategies included in this video, our ELL students could be better supported and everyone else in the school would also benefit.

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Center for Excellence in Teaching and Learning at OU

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Universal Design for Learning (Part 6): Culturally Diverse Learners

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This resource is an infographic and article about 6 misconceptions about what UDL is and its role in educational settings. The infographic gives an overview of the myths and the article discusses them more in depth. This resource is relevant to my understanding of UDL because it helps to understand what something is by also understanding what it is not. The article gives clear explanations about how UDL differs from the common misconceptions that people have about it.

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You may know of UDL as a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. But one thing I have experienced time and time again from my experience presenting on the topic is that there are several myths and misconceptions about UDL that are common among educators. Addressing these myths may be helpful in implementing the framework in your school or district.

Myth #1: UDL is for Special Education Students

Every student regardless of variability deserves the best opportunity to develop their skills and knowledge, especially those students who have been historically marginalized. It is true that UDL grew out of efforts to help students with disabilities. The innovation came in realizing that lowering barriers for students with disabilities also lowered previously unseen barriers for other learners. This, in turn, led to a recognition that universally designed education would encompass all learners because human variability is not this/that, either/or but rather a continuum of differences that change according to context and opportunity.

All students, in a classroom that includes students with disabilities, are given options and choices so they can be equally challenged and supported. Even students who are identified as gifted and talented benefit from inclusion when three key components are met: flexibility, acceleration, and variety (Delisle, 1999). Essentially, the flexibility provides all students with options and choices for the methods they use to learn, the materials, and the assessments. Acceleration allows students to move at a quicker pace if they show competency of the material, and lastly, variety allows students to personalize their learning and create meaning for themselves as they work toward standards. All three of these conditions are required in the UDL framework.

Myth #2: UDL is Differentiated Instruction (DI)

UDL and DI are built on fundamentally different values of who is in charge of a student's learning. The primary goal of UDL is to create expert learners. UDL honors student variability and removes barriers to student learning by embracing differences.

When teachers differentiate instruction, they cater to individual student needs (Tomlinson, 2000). For example, you may take one group of students aside and ask them to read an extra piece of literature because you have evidence that they are more advanced than their peers. You ask another student to draw pictures instead of writing an essay since you know writing is challenging for him.

On the contrary, UDL proactively designs flexibility in goals, methods, materials and assessments by embracing variability and predicting barriers, and then eliminating those barriers through design. These frameworks complement each other in a multi-tiered system. When predicting variability, educators can design robust opportunities for all learners to access grade-level rigor in Tier 1 with UDL. When evidence suggests that students need additional support, intervention, or enrichment, teachers can differentiate instruction to supplement, not supplant, universally designed learning experiences.

Myth #3: UDL is just "Good teaching"

There is no variable more critical for student success than the quality of teachers (Hall & Simeral, 2017). Without a doubt, the best investment a school can make is in its human resources. Teaching is the foundation of learning, and so when we have so many students who are not successful in school, and who haven't learned standards, we have to re-evaluate what good teaching is.

UDL is an educational framework based on decades of research in learning and the brain. It takes years to master and teachers use it to strategically remove barriers in lesson design by focusing on providing multiple means of engagement, representation, and action & expression. Teachers aim to create instructional experiences that allow students to become purposeful and motivated, resourceful and knowledgeable, and strategic and goal directed, also known as "expert learners." In a nutshell, while following UDL best practices is good teaching, good teaching isn't always universally designed instruction.

When UDL is successful, learners truly have ownership in their learning, as opposed to permission to make choices. One great resource to exemplify this is the UDL Progression Rubric (Novak & Rodriguez, 2018). What you will notice is that some "good teaching" strategies, where teachers offer options and choices to students, are only identified in the "emerging" UDL category. That is because UDL is all about learning, and UDL implementation is only approaching an expert level when all students, regardless of variability, are learners who understand the importance of setting goals, and creating pathways to meet those goals.

Myth #4: UDL is the Same as Personalized Learning

Many people will also say that UDL simply allows each student to go their own way and demonstrate what they know and that it results in personalized learning. Although there are some similarities, the two terms are not synonymous.

Personalized learning (PL) is when educators cater to the strengths, interests, and needs of students through instructional strategies, personalized goals, and mastery-based assessments in flexible learning environments (Bingham & Dimandja, 2017). As outlined in a research paper that reported on the results of a multiyear, multimethod study of nearly forty (40) schools implementing PL, "Personalized learning is not a codified program or set of practices that schools can readily adopt." Elizabeth Steiner of the RAND Corporation explained that her recent studies of personalized learning suggest that "what's happening in the field right now is a lot of innovation and a lot of schools building their [personalized learning] models, building their curriculum, and inventing new systems" (Herald, 2017).

Using that definition, Universal Design for Learning (UDL) is a framework that could be used to implement and optimize personalized learning, but it isn't explicitly required as a component of the initiative. As the field of personalized learning continues to scale, we are hopeful that UDL will emerge as the primary framework for allowing all students to thrive.

Myth #5: UDL is all about Fun!

Learning doesn't have to be fun to be effective. It does, however, need to be engaging, challenging, and worthwhile. Take a favorite hobby, for example, and consider if it's "fun" all the time. It's not. Sometimes it sucks. The Spartan Beast is a half-marathon up a mountain with 30 obstacles including delights such as getting scratched by barbed wire and lugging 40 pounds logs up a steep incline. It's incredibly rewarding and requires expert learning, but at the time - not fun.

UDL is sometimes mischaracterized as a way of teaching and learning that is fun because when teachers proactively design flexible learning experiences with multiple options, learners have choices which makes them more likely to choose tasks that they find engaging.

But thinking that the intent of UDL is fun allows a scientific framework to be brushed off as a fad or lacking in rigor. I have designed very fun UDL lessons, and I have also designed lessons where learners were working extremely hard, pushing their intellectual abilities to the limit, stressed, and engaged, but not having fun.

Myth #6: UDL is Anti Explicit Instruction

All too often educators think that there is no place for direct or explicit instruction in a UDL classroom. This couldn't be further from the truth. Direct instruction will always have a place in education, but the way direct instruction is delivered through UDL is quite different. To support the direct instruction, teachers provide students with options and choices to help support their learning and offer multiple ways to students to dive more deeply into the information covered through direct instruction, for example by choosing to read a chapter in a book, watching a video, discussing the concepts learned with a peer, or diving into an experiment. Whichever option the student chooses, there will be resources available to help them through struggles, such as scaffolds and exemplars. There will be frequent reminders about the goals of the lesson, and classroom norms to support students with finding resources when they are challenged. So, while a lesson may incorporate mini-lessons and direct instruction, UDL encourages teachers to go beyond the "sage on the stage" of the olden days and help students take charge of their own learning.
Download the Infographic: Debunking Common Myths of UDL
Ready for more? Learn about the what, the why, and the how of UDL

References:

Bingham, Andrea & Dimandja, Oluwafolakemi. (2017). Staying on track: Examining teachers' experiences in a personalized learning model.Journal of Ethnographic & Qualitative Research. 12.

Delisle, J. R. (1999). For Gifted Students, Full Inclusion Is a Partial Solution. Educational Leadership, 57(3), 80.

Hall, P., & Simeral, A. (2017). Creating a Culture of Reflective Practice: Capacity-Building for Schoolwide Success. Alexandria, VA: ASCD.

Herald, B. (2017). 6 Key Insights: RAND Corp. Researchers Talk Personalized Learning. Retrieved from https://www.edweek.org/ew/articles/2017/11/08/6-key-insights-rand-corp-researchers-talk.html

Novak, K. & Rodriguez, K. (2018). UDL progression rubric. Retrieved from http://castpublishing.org/wp-content/uploads/2018/02/UDL_Progression_Rubric_FINAL_Web_REV1.pdf

Tomlinson, C. A. (2000a). The Differentiated Classroom: Responding to the Needs of all Learners. Alexandria: Association for Supervision and Curriculum Development.

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6 Myths about Universal Design for Learning + Infographic

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Debunking the common myths and misconceptions about Universal Design for Learning (UDL). Free Universal Design for Learning resource download.