About Universal Design for Learning

The UDL framework was conceived by researchers at the Center for Applied Special Technologies (CAST) in the late 1980s as the result of the alignment of three conceptual shifts: advancements in architectural design, developments in education technology, and discoveries from brain research.

UDL mainly derives from the Universal Design (UD) movement in the field of architecture that aimed to create physical environments that are barrier-free and accessible to as many people as possible at little or no extra cost. For example, sidewalk ramps were originally created for wheelchair users, but more people, from people pushing a cart carrying a heavy equipment to people using a stroller, can benefit from them. Creating sidewalk ramps from the beginning is more efficient in terms of time, cost, and the number of people served than creating curbs first and then adding ramps afterwards. 

Universal Design for Learning (UDL) means a scientifically valid framework for guiding educational practice that — (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.

Higher Education Opportunity Act of 2008

Universal Design for Learning has three principles:

This short video, UDL at a Glance, provides an overview of UDL and explains how it can benefit all learners.

References

• Download the CAST’s table on UDL guidelines (PDF)
• Introduction to Universal Design for Learning module

Universal Design for Learning (UDL) is an important framework for educators because it helps to ensure that all learners can access and participate in the learning process. It provides a flexible approach to curriculum design that accommodates the needs of diverse learners, including those with disabilities and other special needs. By using UDL principles, educators can create lessons and activities that engage and motivate all students, leading to better learning outcomes. 

UDL has gained increasing importance in education for a number of reasons:

In British Columbia, there are laws and regulations that require educators to accommodate the needs of all learners. The BC Accessibility legislation, also known as the Accessible British Columbia Act, aims to make BC a more inclusive and accessible province by removing barriers to participation and ensuring equal access to goods, services, and facilities. UDL can help educators comply with this legislation by providing a framework for creating inclusive learning environments that support the needs of all learners. The UDL guidelines can help us reduce environmental and curricular barriers by bringing flexibility and options into learning design from the outset.

This short video, UDL to Change the World, shows why instructors are using UDL in different parts of the world.

Overall, UDL is important because it recognizes the diversity of learners and provides a flexible approach to education that can accommodate the needs of all learners and help educators to remove the systemic barriers in teaching and learning.

UDL recognizes systemic barriers in teaching and learning settings. Systemic barriers are policies, procedures, or practices that can prevent individuals from having equal access to a service and fully participating in a situation. They are often put into place unintentionally, and yet they can have negative impacts. Systemic barriers in teaching and learning can take many forms. These are obstacles that prevent students from accessing and participating fully in the learning process, regardless of their backgrounds and abilities. 

Here are some examples of systemic barriers that UDL aims to address:

• Using colours to deliver information: Using colours to convey information might be barriers to those who are colourblind.
• Unclear learning outcomes: Having unclear learning outcomes or objectives for a program, a course, or a learning activity can be a barrier for learners. Lack of transparency can make the learning process difficult for some students, such as those who are not familiar with implicit academic expectations and norms, and those who need support to stay focused on learning goals in face of distractions.
• One-size-fits-all curriculum: A curriculum that is designed with a single approach can create barriers for some students who may struggle to learn using the standard approach. UDL seeks to offer multiple ways to present and express knowledge, allowing students to learn in ways that work best for them.
• Limited access to technology: Students who lack access to technology or internet connectivity may find it difficult to participate in online or blended learning environments. UDL aims to provide students with multiple options for technology-based tools, and to ensure that technology is accessible and inclusive for all learners.
• Lack of cultural responsiveness: Curriculum and teaching practices that are not culturally responsive can create barriers for students from diverse cultural backgrounds. UDL aims to address this by offering a range of cultural perspectives, and providing a flexible approach to learning that accommodates different cultural backgrounds.
• Physical barriers: Physical barriers in the classroom, such as inaccessible classrooms or inaccessible course materials, can create barriers for students with disabilities. UDL seeks to remove these barriers by designing courses and learning environments that are accessible and inclusive for all learners.

Universal Design for Learning (UDL) is a framework for designing and delivering instruction that provides equal access to learning for all students, regardless of their abilities, learning preferences, or backgrounds. Here are some ways instructors can integrate UDL principles into their teaching: