Universal Design for Learning

Welcome to the Introduction to Universal Design for Learning,

Universal Design for Learning is a framework to guide educators in designing learning experiences and environments that remove barriers to meet the needs of variable learners. UDL and Accessibility are not interchangeable terms, but UDL encompasses accessibility by its very nature of inclusive design. The Core Principles of UDL, in short, are: Engagement, Representation, and Action & Expression. These Principles will be covered more thoroughly in this unit. If we keep in mind the UDL Core Principles, when designing our courses and creating course materials, we will support all students, those who need more support as well as those who need more challenge. 

This post is divided into several parts:

1. Introductory short story, New York to LA and introductory video, both below
2. Section 2: UDL “Why”
3. Section 3: UDL “What”
4. Section 4: UDL “How”

SECTION 1

Before you view the “What is UDL?” video, please read this short story first, then tuck it away for a few minutes…it will be referenced in the video.

New York to LA by Wyl M.

SECTION 2  Multiple Means of Engagement: the WHY

Every one of us has strengths and deficiencies when it comes to learning and teaching. We know that there is a wide variance in Community college student populations, ranging from those entering at the developmental level to grad students meeting a requirement here and there. In addition to varying competencies, we must also keep in mind that it is most effective when we design our courses to minimize barriers for all, including students with disabilities. While we can’t anticipate the types of disabilities that may need to be planned for, we can plan to remove as many barriers as possible by presenting engaging materials in multiple ways. Further, offering multiple assessment options, ensures authenticity of learning and competency . When students need accommodations beyond what we, as instructors, are able to offer, then those will be provided by the Center for Student Access.

How is bowling like teaching? You may be surprised! If inclusive education is going to move forward, we have to teach to the outside edges. Watch this video to learn more!

Think back to the introduction presentation questions, “Do you drive a vehicle?” and “Have you ever had to share that vehicle with someone?” When you operate a vehicle with settings that are in place for someone other than you, how might it impact your ability to drive?

Watch the video below for an eye-opening talk about the myth of average.

And if you’d appreciate even more evidence for why UDL is important for teaching and learning, watch this next video on Variability by Todd Rose.

SECTION 3     Multiple Means of Representation: the WHAT

Because of learner variability it is important to adapt how we present information to our students using multiple methods. “Learning, and transfer of learning, occurs when multiple representations are used opens in new window, because it allows students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.”

UDL Guidelines_Accessible

UDL Guidelines from CAST opens in new window

Learning Styles – visual, auditory and kinesthetic – were the way we described the difference between learners until a few years ago when the theory was found not to be helpful to students. We have since learned that all students benefit from a variety of teaching methods. As UDL teaches us, what is necessary for some students, can be beneficial to many students, as this cartoon illustrates.

SECTION 4 Action and Expression: The HOW