Universal Design for Learning

on

 Universal Design for Learning


What is it?

The Universal Design for Learning (UDL) aims to create an inclusive and flexible learning environment that supports a variety of learning needs and preferences (Wells, 2024). CAST (2024) states that the foundation to the UDL framework lies in providing multiple means for engagement (i.e. offering options to motivate and interest students), representation (i.e. presenting information in a variety of formats), and expression (i.e. offering different ways for students to present their knowledge). The goal is to improve learning outcomes for students through increased access to information and equity in the classroom.

Examples in the Classroom

There are many ways to incorporate the three main principles of UDL into your classroom:
  1. Engagement: Allowing students to choose the topic for their project, gamifying learning activities, using real-world scenarios, assignments that are relevant to students' lives
  2. Representation: Providing alternatives to text-based information (i.e. images, videos, etc.), using text-to-speech software, video captions
  3. Expression: Using a variety of assessment strategies: Tests (this can further be broken down into including a variety of testing questions like multiple choice, matching, short answer, etc.), papers, projects, presentations, debates or discussions (Dzaman et al., 2022).

Benefits

While UDL especially supports students with disabilities and English Language Learners (ELL), it benefits all students, hence why it is called the Universal Design for Learning. Research has shown that there are many benefits to utilizing UDL in the classroom. A study conducted by Wells (2024) showed that UDL improves accessibility and learning outcomes in higher education. Another study conducted by Spencer (2011) showed that using UDL lead to decreased behavioral problems, increased content knowledge, and better supported struggling learners. Overall, this framework allows students to have equal access to content information, increasing their academic outcomes.

References

CAST. (2024). Universal design for learning guidelines version 3.0. CAST. https://udlguidelines.cast.org/ 

Dzaman, S., Fenlon, D., Maier, J., & Marchione, T. (2022). Multiple Means of Action & Expression. University of Regina; Pressbooks. https://opentextbooks.uregina.ca/universaldesignforlearninguofs/chapter/udl-principle-3-multiple-means-of-action-expression/ 

Spencer, S. (2011). Universal Design for Learning: Assistance for Teachers in Today’s Inclusive Classrooms. Interdisciplinary Journal of Teaching and Learning, 1(1). https://files.eric.ed.gov/fulltext/EJ1055639.pdf

Wells, M. B. (2024). Enhancing Accessibility and Learning Outcomes in Higher Education: The Role of Universal Design for Learning in Digital Formats. Journal Plus Education / Educaţia Plus, 36(2), 285–292. https://doi.org/10.24250/jpe/2/2024/mbw/

Comments

Post a Comment