Universal Design for Learning

One of the most significant challenges in education is meeting the diverse needs of all learners in the classroom. In any given classroom, you will have students with different skill levels, interests, background knowledge, motivation, learning preferences, and neurological profiles. One well-researched approach to this is Universal Design for Learning.

Universal Design for Learning (UDL) is an inclusive educational framework designed to meet the diverse needs of all learners by offering flexible methods of teaching, engaging, and assessing students. It originated in the 1990s and has been particularly influential in supporting neurodivergent learners, such as those with autism, ADHD, dyslexia, or other learning differences.

Origins of UDL

UDL was inspired by the concept of universal design in architecture, which aims to create environments accessible to all people regardless of age, disability, or other factors (e.g., curb cuts or ramps). The educational version of this concept was developed by CAST (Center for Applied Special Technology), a nonprofit that applies technology and research to improve learning experiences. UDL aims to optimize teaching and learning for all individuals based on scientific insights into human learning.

Main Tenets of UDL

UDL is built on three core principles, each aligned with a specific network in the brain:

1. Multiple Means of Representation (the what of learning)

   • Learners perceive and comprehend information differently. This principle encourages presenting content in different formats.

   • Brain network: Recognition (sensory and perception systems)

2. Multiple Means of Action and Expression (the how of learning)

   • Learners differ in how they express what they know and navigate learning tasks.

   • Brain network: Strategic (planning and motor systems)

3. Multiple Means of Engagement (the why of learning)

   • Learners are motivated in different ways and need varying levels of support to stay engaged.

   • Brain network: Affective (motivation and emotional systems)

     
     

Importance for Neurodivergent Learners

UDL is especially beneficial for neurodivergent students because:

• It reduces barriers that traditional instruction often presents.

• It supports executive functioning, language processing, sensory needs, and social-emotional differences.

• It validates the idea that variability is the norm, not the exception, in classrooms.

For example, a neurodivergent student with dyslexia might benefit from text-to-speech tools (representation), voice recording for responses (expression), and choice in topics (engagement).

Benefits of UDL

• Promotes inclusion and equity in learning environments.

• Increases student agency, independence, and confidence.

• Encourages differentiation without labeling or singling students out.

• Leads to more flexible and effective teaching for all students, not just those with disabilities.

Examples of UDL in the Classroom

Multiple Means of Representation

• Providing information through:

  • Text, audio, video, and images

  • Graphic organizers and concept maps

  • Captions and subtitles for videos

  • Highlighting and clarifying key vocabulary

Multiple Means of Expression

• Letting students:

  • Write essays, create videos, record audio, or give oral presentations

  • Use assistive technology like speech-to-text or graphic software

  • Demonstrate learning through art, coding, or dramatization

Multiple Means of Engagement

• Offering:

  • Choices in topics, tasks, or methods like choice boards

  • Games, collaborative/cooperative work, and hands-on activities

  • Frequent feedback and self-assessment tools

  • Safe spaces for breaks or regulation activities

To Learn More about UDL, go to https://www.cast.org/