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Universal Design

The image is a colorful and dynamic diagram illustrating the concept of Universal Design for Learning (UDL). At the center, the words

Image source: Giulia Forsythe, "Universal Design For Learning," 2013. Accessed via https://www.flickr.com/photos/gforsythe/8527950743. Public Domain Dedication (CC0).

Universal Design for Learning at ECU

CETL is dedicated to incorporating Universal Design in all courses at East Central to provide all students with a quality, engaging education that accommodates all--not just the few. One key part of CETL's mission towards UDL at ECU is the concept of Plus One Design for assessments, learning activities, instruction, and more

 

What is Universal Design?

According to the Center for Excellence in Universal Design (CEUD), "Universal Design (UD) is the design and composition of an environment [that could be physical, digital, or educational] so that it can be accessed, understood and used to the greatest extent possible by all people regardless of their age, size, ability or disability". Universal Design is about creating end products that are "designed to meet the needs of all people who wish to use it...[because if] an environment is accessible, usable, convenient and a pleasure to use, everyone benefits". As CEUD puts it, "universal design is good design".

 

Universal Design for Learning

What is Universal Design for Learning?

Universal Design for Learning (UDL) is an educational approach aimed at meeting the diverse needs of all students by designing flexible curriculums that minimize barriers and maximize learning.

Why is UDL important?

Since everyone learns differently, a one-size-fits-all approach doesn't work. UDL ensures that curriculums are accessible and effective for every student, regardless of their unique background, strengths, needs, or interests.

Key Elements of UDL:
  1. Universal: The curriculum is designed to be usable by everyone, accommodating diverse learning styles and needs.
  2. Design: Just as universally designed buildings are accessible to all users, UDL applies this principle to education, creating flexible learning environments that support all students.
  3. Learning: Learning involves acquiring knowledge, developing skills, and building enthusiasm. UDL considers these aspects to tailor education that suits all students.
Implementing UDL:
  1. Multiple Means of Engagement: Offer choices and activities that interest and motivate students, encouraging them to engage deeply with the material.
  2. Multiple Means of Representation: Present information in various formats (e.g., text, images, videos) to cater to different learning preferences.
  3. Multiple Means of Action and Expression: Provide different ways for students to demonstrate their understanding and skills.
UDL Principles at Work
Provide multiple means of engagement

How can I engage all students in my class?

• In what ways do I give students choice and autonomy?

• How do I make learning relevant to students’ needs and wants?

• In what ways is my classroom accepting and supportive of all students?

Examples:

• Survey students about their interests, strengths, and needs. Incorporate the findings into lessons.

• Use choice menus for working toward goals.

• State learning goals clearly and in a way that feels relevant to students.
Provide multiple means of representation

How can I present information in ways that reach all learners?

• Have I considered options for how printed texts, pictures, and charts are displayed?

• What options do I provide for students who need support engaging with texts and/or with auditory learning?

Examples:

• Make it easy for students to adjust font sizes and background colors through technology.

• Provide options for engaging with texts, such as text-to-speech, audiobooks, or partner reading.
Provide multiple means of action and expression

How can I offer purposeful options for students to show what they know?

• When can I provide flexibility with timing and pacing?

• Have I considered methods aside from paper-and-pencil tasks for students to show what they know?

• Am I providing students access to assistive technology (AT)?

Examples:

• Provide calendars and checklists to help students track the subtasks for meeting a learning goal.

• Allow students to show what they know through a variety of formats, such as a poster presentation or a graphic organizer.

• Provide students with access to common AT, such as speech-to-text and text-to-speech.

from "Universal Design for Learning (UDL): A Teacher's Guide")

 

UDL creates inclusive learning environments by removing barriers and maintaining appropriate challenges. This approach ensures all students have equal opportunities to succeed.

 

For more information, visit www.cast.org.

(adapted from CAST's video "UDL at a Glance")

 
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