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Universal Design for Learning is a system or approach whereby the educator attempts to be as generalized and accommodating to the varied abilities and needs of learners as possible. Flexibility is key in being able to overcome hurdles for learners and educators alike. The learning environment should present information in multiple ways to promote engagement, expression, and inclusion.

(Cast, 2022)

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How did it come about? What has influenced the development of the framework?

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How did it come about? What has influenced the development of the framework?

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UDL comes from a professor at North Carolina State University named Ron Mace. He hoped for a future where education was approached through universal design principles to promote access in an inviting appeal for all learners while still remaining within the requirements for the Americans with Disabilities Act.

Because of the attention and proof of success, UDL has been included in multiple national education plans and congressional acts from the Assistive Technology Act of 1998 to Individuals with Disabilities Education Act of 2004 to Every Student Succeeds Act of 2016 and National Education Technology Plan of 2016.

(Burgstahler, 2008)

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How does UDL help students overcome learning barriers?

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How does UDL help students overcome learning barriers?

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UDL acts as a large, over-encompassing battle plan for the year's curriculum. Meaning educators must plan for all potential events and situations so that they (we) can be fluid and flexible throughout the year as needed. This means understanding the varied needs of students and setting up in advance, ways to express and convey the material and student activities for learning. Both educators and students need avenues for expression, representation and engagement.

This means instead of providing subtitles for a video or movie to accommodate a student(s) with audio-impairment, consider changing the activity or lesson all together to be universal.

This means all students can engage with the material on the same, or as close to the same, level.

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How would you describe UDL as a framework consisting of principles of Multiple Means of Representation, Action & Expression, and Engagement as well as related guidelines and checkpoints?

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How would you describe UDL as a framework consisting of principles of Multiple Means of Representation, Action & Expression, and Engagement as well as related guidelines and checkpoints?

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It is a way for teachers to preventatively alleviate stress and large changes throughout the year by considering the needs of students through an understanding of human (adolescent) psychology such that lessons can be shaped around universal principles for all. It requires teachers to consider the backgrounds and cultures of their students to figure out how to best present material and maintain engagement.

Representation: This refers to how lesson information is presented to students to allow for the most clear and universal understanding depending on varied barriers.

Expression: This refers to how students respond to the information presented through MMR (Multiple Means of Representation). Such as when making lesson plans, considering using language like "Have students EXPRESS their answer or response in a multiple of ways--" instead of "Have students write down their answer and turn it in."

Engagement: This refers to the multiple different ways teachers can keep or gain student attention and engagement throughout the MMR. Such as mixing up lectures or notes with class discussion, videos, image analysis, speech analysis, or even a short game.

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Barrier to Learning: Notes are unclear in how the teacher can provide multiple means of representation. If it involves writing down notes, students may be slow writers and fall behind.

Modification: Provide the notes pre-written to certain students posted on Teams or the class website so that all students can follow along without worry of falling behind and missing information.

Principle: Multiple Means of Representation

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Barrier: Lesson involves use of "card sort" activity often which limits student engagement for those with visual impairment or possibly a physical disability.

Modification: The activity can be provide online or could be done as a class verbally and written as you progress.

Principle: Multiple Means of Engagement

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Barrier: Zero attention and thought is put into the instructional materials for the lesson. Leading to confusion during teacher-collaboration whereby it is unclear how to expression, represent and engage students universally.

Modification: Detail multiple means of expression for notes and the materials used during notes. Similarly with other activities such as review, or student engagement worksheets.

Principle: All 3-Multiple Means of Representation, Expression and Engagement

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Barrier: Use of restrictive language regarding student objectives and means of expression. "Students will write," limits the means by which a student may need to express their answer verbally or through technology.

Modification: Use language like "Students will express," and create means of varied student expression whereby they can turn in their work digitally, in person, or verbally as well as providing multiple means through these channels. If you want the activity turned in physically, allow students to type or handwrite their work.

Principle: Multiple Means of Expression

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Barrier: Activities lack diversity and creativity. The activities should be mixed and different throughout the lesson or weeks. While structure and class expectations can be beneficial, activities should not be so.

Modification: Add more activities to engage students who may learn differently. Not every student enjoys or even really learns from worksheets and independent work. At the very minimum, students can complete the same assignment, but done so through groups and collaboration.

Principle: Multiple Means of Engagement

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Barrier: A real lack of technology use in this lesson plan. Everything is done using pencil and paper which may limit those who may write slower or less legible, or maybe those with limitations in ability to use hands or fingers.

Modification: Introduce activities which involve student laptops or maybe even their phones in a controlled exercise. Maybe Kahoot or something that involves the whole class using technology to engage, have fun, and most importantly, learn.

Principle: Multiple Means of Engagement

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About universal design for learning. CAST. (2022, February 8). Retrieved April 24, 2023, from https://www.cast.org/impact/universal-design-for-learning-udl

Burgstahler, S. (2015). Universal Design in higher education: From principles to practice. Harvard Education Press.