DQ3: Universal Design for Learning (UDL)

Universal Design for Learning (UDL) was developed to extend the concept of universal design to embrace the diverse ways in which individuals learn. It does so by incorporating knowledge about the brain and how individuals vary in their learning methods (Rose & Meyer, 2002).

The Center for Applied Special Technology (CAST) has provided a set of principles to guide the creation of curricula that provides learning opportunities for all students. One of the most important revelations of the brain research used by UDL is that each student brings a unique assortment of strengths, challenges and preferences into the learning environment. “The way people learn is as unique as their fingerprints” (UDL video).

UDL minimizes barriers and maximizes learning in highly diverse classrooms. UDL asserts that curricula should be designed from the start to meet this diversity. Specific teaching methods which support UDL are:

To support diverse recognition networks:

• Provide multiple examples
• Highlight critical features
• Provide multiple media and formats
• Support background context

To support diverse strategic networks:

• Provide flexible models of skilled performance
• Provide opportunities to practice with supports
• Provide ongoing, relevant feedback
• Offer flexible opportunities for demonstrating skill

To support diverse affective networks:

• Offer choices of context and tools
• Offer adjustable levels of challenge
• Offer choices of learning context
• Offer choices of rewards

These teaching methods can be used to make the curriculum more flexible and broadly supportive. Teachers can plan for student-centered learning by using activities that utilize multiple means of representation, expression, and engagement based on their analyses of student profiles generated by completed UDL templates (Rose & Meyer, 2002). UDL templates allow teachers to find out what possible barriers might develop during the lesson and plan on how to overcome them. Providing as many resources as possible for the students creates inclusive classrooms for 21^st century learners.

References:

Dolan, R.P. and Hall, T.E. (2001). “Universal Design for Learning: Implications for Large-Scale Assessment.

             IDA Perspectives 27(4): 22-25. Retrieved from http://4.17.143.133/udl/index.cfm?i=251.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning.

Alexandria,VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 6. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/.

UDL at a GlanceVideo. http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video.