Universal Design for Learning

Universal Design for Learning (UDL) is “A framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.” (CAST) UDL is based on the concept of Universal Design, or UD, which originated through the work of architect Ronald Mace. UD, and, by extension UDL, suggests that we should include the assumption of diversity from the planning stage, and strive to be inclusive to as many different users as possible. It rejects the notion of a mythical “normal” or average user and instead plans access for a diverse range of participants.

There are three principles of UDL:

  • Multiple means of engagement (This is the WHY of learning)
  • Multiple means of representation (This is the WHAT of learning)
  • Multiple means of action and expression (This is the HOW of learning)

 

Multiple Means of Engagement

Multiple Means of Representation

Multiple Means of Action and Expression

UDL Resource Information

UDL in the Classroom

Universal Design for Learning offers an array of opportunities for both instructors and learners. The most important part of incorporating UDL into your teaching is in the planning stages. It might be helpful to include UDL principles in your course syllabus, an introduction to your course, a description of your learning objectives, and access to course materials.

 

Multiple Means of Engagement

Multiple means of engagement refer to the “why” of learning. It focuses on the reasons students choose to take a course, what piques their interest, and how they stay motivated over time. There are three concepts related to engagement in UDL:

  • Provide options for recruiting interest: Optimize individual choice and autonomy; Optimize relevance, value, and authenticity; Minimize threats and distractions.

  • Provide options for sustaining effort and persistence: Heighten salience of goals and objectives; Vary demands and resources to optimize challenge; Foster collaboration and community; Increase mastery-oriented feedback.

  • Provide options for self-regulation: Promote expectations and beliefs that optimize motivation; Facilitate personal coping skills and strategies; Develop self-assessment and reflection.

 

Multiple Means of Representation

Multiple means of representation refer to the “what” of learning. Here we are talking about the content of the course and the ways that that content is delivered to the student. These include your lecture, a slide deck, a textbook or other readings, video or audio recordings, visual representations, models, or any number of other interesting and creative ways to demonstrate the important concepts of the material. There are three key considerations related to representation in UDL:

  • Provide options for perception: Offer ways of customizing the display of information; Offer alternatives for auditory information; Offer alternatives for visual information.

  • Provide options for language & symbols: Clarify vocabulary and symbols; Clarify syntax and structure; Support decoding of text, mathematical notation, and symbols; Promote understanding across languages; Illustrate through multiple media.

  • Provide options for comprehension: Activate or supply background knowledge; Highlight patterns, critical features, big ideas, and relationships; Guide information processing and visualization; Maximize transfer and generalization.

 

Multiple Means of Action and Expression

Multiple means of action and expression refer to the “how” of learning. This is where we consider how our students will interact with the content of the course. Forms of action and expression range from completing practice questions to participating in class discussions, group work, assignments, and tests. The three key concepts of action and expression are:

  • Provide options for physical action: Vary the methods for response and navigation; Optimize access to tools and assistive technologies

  • Provide options for expression & communication: Use multiple media for communication; Use multiple tools for construction and composition; Build fluencies with graduated levels of support for practice and performance

  • Provide options for executive functions: Guide appropriate goal-setting; Support planning and strategy development; Facilitate managing information and resources; Enhance capacity for monitoring progress

UDL Information Resources


Universal Design for Learning (UDL). Phillipson, Andrea. Universal Design for Learning (UDL). Academic Development Centre, Mount Royal University.

Universal Design for Learning in Higher Education. La, Helen; Dyjur, Patti; & Bair, Haboun. May 2018. Universal Design for Learning in Higher Education. Taylor Institute for Teaching and Learning, University of Calgary.

UDL University: Designing for Variability Across the Curriculum. Laist, Randy; Brewer, Nicole; Sheehan, Dana. 2022. Cast, Inc.

Unlearning: Changing Your Beliefs and Your Classroom with UDL. Allison Posey & Kate Novak. 2020. Cast, inc.

Universal Design in Higher Education. Sheryl E. Burgstahler (ed.). 2017. Harvard Education Press.

UDL and Blended Learning: Thriving in Flexible Learning Landscapes. Katie Novak & Catlin R. Tucker. 2021. IMpress

Reach Everyone, Teach Everyone. Thomas J. Tobin, Kristen T. Behling. 2018. West Virginia University Press.

Antiracism and Universal Design for Learning: Building Expressways to Success. Andratesha Fritzgerald. 2020. CAST, Inc.

Applied Universal Design for Learning in STEM Education. Kevin W. Tharp et al. 2012. ASQ Advancing the STEM Agenda in Education, the Workplace and Society Session 2-2.

Universal Design for Learning in postsecondary STEM education for students with disabilities: a systematic literature review. Jillian Schreffler et al. 2019. International Journal of STEM Education.