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This resource looks at the history of universal design in architecture. It describes design elements that can be made accessible and how they could instead be designed for universal use. It also describes the 7 principals of universal design.

This resource is important to my understanding of UDL as it helps me have a background of where universal design came from before UDL. I think it is helpful to understand that universal design is happening in the real would and not just in the classroom.

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At a recent "Getting it Right" Emergency Management Access & Functional Needs Conference, several fascinating presentations and panel discussions took place. The focus was on safety of vulnerable members of our population during disasters. Such vulnerable members include people with disabilities.

Now, the concept of Universal Design is one that is often misunderstood and misapplied. Universal Design is a term coined by an architect, Ronald Mace who wanted to focus on accessible housing with a universal design. Mace championed accessible building codes and standards in the United States. Mace's term universal design exemplifies an all-inclusive philosophy of barrier free design.

The concept of Universal Design is credited to Mace but it is Selwyn Goldsmith of the United Kingdom who contributed the idea of curb cuts. Goldsmith, after consulting with 284 other wheelchair users, conceived "dropped kerbs" in the early 1960s, better known as curb cuts today. The City of Norwich in the United Kingdom was the first city to install curb cuts at different intersections. Today, curb cuts are a common feature throughout the world.

In 1985, Ron Mace cautioned that Universal Design should be: "The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design" (Maisel & Ranahan, 2017). Mainly from the need to reevaluate existing legal mandates to ensure usability by people with disabilities, the Principles of Universal Design were developed at the Center on Universal Design, North Carolina State University in 1997.

Accessible Design vs. Universal Design

(Steinfeld and Maisel, 2012, p. 69)

Modern Universal Design

While we have the 2010 ADA Standards for Accessible Design, thanks to pioneers such as Selwyn Goldsmith and Ronald Mace, we need to remember that Universal Design was developed out of necessity. There have been developments that we are all taking for granted because of their universality such as:

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The Evolution of Universal Design: A Win-Win Concept for All

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At a recent "Getting it Right" Emergency Management Access & Functional Needs Conference, several fascinating presentations and panel discussions took place. The focus was on safety of vulnerable members of our population during disasters. Such vulnerable members include people with disabilities. Now, the concept of Universal Design is one that is often misunderstood and misapplied.

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This TED talk describes why universal design is needed, not just in the classroom but in everyday objects and interactions. It provides many examples starting with building a common understanding or signals to objects/resources that are universally designed.

This resource helped my understanding of UDL by providing really concert examples of universal design. These were examples that people would use in everyday life, not just in the classroom and could truly benefit everyone.

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Why We Need Universal Design | Michael Nesmith | TEDxBoulder

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This is a short YouTube video that describes what UDL is, why it is important and some things that are needed to implement UDL.

While this video provided similar information to what I learned in the course provided resources, I feel as though it continued to build my understanding of UDL by providing some information again and some new information.

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Making sense of universal design for learning

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This resource defined UDL, provides some information into each of the main principles and provides resources for each of the main content areas.

This resource was helpful to my understanding of UDL as it explained parts of the three main principles in a different and very easy to understand way. It was also very helpful o check out some the resources related to math and be able to connect with them.

Source: https://elearninginfographics.com/universal-design-for-learning-infographic/

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This is an infographic debunking some of the common myths around UDL. It is similar to to a following resource about the UDL vs traditional classroom. They both provide helpful insight into what UDL is and how/why it is a better practice in education.

This was helpful to my understanding as it also debunked some things I thought about UDL and provided me with examples and explanation as to what UDL really is.

Source: https://www.novakeducation.com/blog/6-myths-about-universal-design-for-learning

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This is a resource that describes some common things that may be seen in traditional classrooms and what they look like under UDL.

This resource is helpful for my understanding of UDL as it really broke down some stereotypes in education and what they could and should look like instead under UDL.

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Universal Design for Learning (UDL) is an approach to teaching that aims to give all students equal opportunities to succeed, no matter how they learn. While some teachers in traditional schools may use UDL principles and practices on their own, traditional and UDL approaches to education are very different.

This chart, created with the help of the CAST, highlights some of the differences between traditional classrooms and UDL classrooms. CAST, an Understood founding partner, developed the UDL framework.

In the traditional classroom

In the UDL classroom

Teaching focuses on what is taught.

The primary focus is on teaching the subject matter students need to learn. Lessons are designed and taught with a "typical" student in mind.

That often means the teacher will present the material in one way for the entire class.

A lesson on the Civil War, for instance, might involve the teacher lecturing the class and writing facts and dates on the board.

Teaching focuses on both what is taught and how.

The primary focus is on finding ways to teach the material to the many types of learners in a classroom. Teachers plan lessons to address a wide range of needs and strengths. There's no "typical" student.

The teacher will present the material in a variety of ways. A lesson on the Civil War might include a traditional lecture. But there might also be a video for students to watch or an online class forum for discussion. There might even be a board game that students play to understand the history of the war.

Accommodations are for specific students.

Accommodations are only for students with an IEP or a 504 plan, the goal being to help these students learn the same material as their classmates.

For instance, a student with accommodations listed in an IEP or 504 plan might get an alternate format for a book, like an audiobook. But alternate formats aren't available to the whole class.

Accommodations are for all students.

The accommodations some kids might get in their IEPs and 504 plans are available to all students. The idea behind this is that all kids may benefit from multiple formats. Some say, too, that providing accommodations for all can reduce stigma students may feel about using accommodations.

For instance, if a lesson relies on a book, the book will be available to the entire class in multiple forms. That includes text-to-speech, Braille, digital text, and large print.

There's one way for a student to complete an assignment.

There's usually only one way for students to show what they know.

For instance, a book report might be assigned only as a written essay.

There are multiple ways to complete an assignment.

There are many options for students to show what they know, because students have different strengths in how they express themselves.

For example, students can choose the format for their book report, such as a video, slideshow presentation, or essay.

UDL isn't specifically for kids with learning and thinking differences. But it attempts to build in flexibility that can be adjusted for every student's strengths and needs.

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

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The difference between Universal Design for Learning (UDL) and traditional education

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What's the difference between Universal Design for Learning (UDL) and traditional classroom education? This chart shows how they differ.

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This is a graphic organizer created by CAST to help anyone implementing UDL. This resource focuses on the the three main principles of UDL and provides suggestions to those implementing UDL.

This resource is helpful for my understanding of UDL as it really breaks down each main principles into manageable ideas and things to consider when designing instruction.

Source: https://udlguidelines.cast.org

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This is a resource where you can create an account to view resources, lessons and collections for UDL. You can build them and can collaborate with others.

This was helpful to my understanding of UDL to see example lesson plans specific to my content area.

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What is CAST UDL Exchange?

It is a place to browse and build resources, lessons and collections. You can use and share these materials to support instruction guided by the UDL principles.

UDL Exchange includes

UDL Resources

Materials such as websites, documents, images, presentations, audio, video, etc. that support implementation of UDL.

UDL Lessons

Lesson plans that address the variability of all learners through the application of UDL.

UDL Collections

Sets of resources/lessons organized around a theme to support UDL practices.

UDL Exchange Tools

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It is a place to browse and build resources, lessons and collections. You can use and share these materials to support instruction guided by the UDL principles. Materials such as websites, documents, images, presentations, audio, video, etc. that support implementation of UDL. Lesson plans that address the variability of all learners through the application of UDL.

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This is an online resource (live binder) full of explanations, resources, ideas for educators to use in relation to UDL. This website has resources for all age levels and content areas.

This resource was helpful to my understanding as it provided some more background information on UDL and also some content specific information and resources that I was able to connect with and see specific examples.

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Here you will find a collection of UDL resources for teachers, coaches and instructional leaders.

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This is a resource that goes through a 5 step process of planning UDL instruction. This gives you questions to consider and suggestions for your plans that are in line with UDL.

This was helpful for my understanding of UDL as I was able to think of lessons I had previously done, things I had included without knowing and things I could change to make it a universally designed lesson.

Source: https://www.learningdesigned.org/resource/udl-instructional-planning-process