Universal Design for Learning

Universal Design for Learning (UDL) is a research-based framework, grounded in the learning sciences and neuroscience, that guides the design of instructional goals, assessments, methods, and materials to reduce barriers and increase access to learning for all students. Rooted in the understanding that learner variability is the norm, not the exception, UDL 3.0 emphasizes intentional, flexible, and inclusive instructional design to support the full diversity of learners in any educational setting.

• Provide Multiple Means of Engagement (the why of learning)
• Provide Multiple Means of Representation (the what of learning)
• Provide Multiple Means of Action and Expression (the how of learning)

Expand All | Collapse All

• RESEARCH

  Examine selected research on UDL in higher education:

  Roberts, K. D., Park, H., Brown, S., Cook, B.  (2021).  Universal design for instruction in postsecondary education: A systematic review of empirically based articles.  Journal of postsecondary education and disability.  24(1), 5-15.

  Schelly, C. L.,Davies, P. L., Spooner, C. L.  (2011).  Student perceptions of faculty implementation of universal design for learning.  Journal of postsecondary education and disability.  24(1), 17-30. 

  Black, R. D., Weinberg, L. A., & Brodwin, M. G. (2015). Universal design for learning and instruction: Perspectives of students with disabilities in higher education.  Exceptionality Education International,  25(2).  https://doi.org/10.5206/eei.v25i2.7723(opens in new window)

  Rao, K., & Tanners, A. (2011). Curb Cuts in Cyberspace: Universal Instructional Design for Online Courses.  Journal of Postsecondary Education and Disability,  24(3), 211–.

  Rau, M. A., Matthews, P. G.  (2017).  How to make ‘more’ better? Principles for effective use of multiple representations to enhance students’ learning about fractions.  ZDM - Mathematics education.  49 531-544. https://link-springer-com.mantis.csuchico.edu/article/10.1007/s11858-017-0846-8 

  Wu., S. P. W., Corr, J., Rau, M. A. (2019).  How instructors frame student’ interactions with educational technologies can enhance or reduce learning with multiple representations.  Computers & education.  128, 199-213. https://doi.org/10.1016/j.compedu.2018.09.012

  Chang, J., Cheng, M., Lin, S., Lin, J.  (2021).  Exploring students’ translation performance and use of intermediary representations among multiple representations: Example from torque and rotation.  Teaching and teacher education.  97.  https://doi.org/10.1016/j.tate.2020.103209

• APPLICATION

  Ready to apply UDL to your teaching? Here are some ideas and strategies to get you started:

  1. Invest some time to create advance organizers(opens in new window) for some of your class activities, lectures, or independent reading.
  2. Find a lecture or activity that you have already planned then develop and include just one new representation of the information that you plan to present.
     • Add a diagram, record or find an audio version, include a simulation (digital or practical) or have students develop additional representations as part of their learning activity (e.g. A mathematics activity where students model a situation algebraically and graphically or a social sciences activity where students present historical data as a concept map(opens in new window) with a written summary)
  3. Set learning goals at the start of every lecture and conclude by reviewing the learning goal with your students.
  4. Offer learning materials in multiple formats (e.g., auditory, visual, text, or digital formats)- embed charts, pictures, movies, and audio clips.
     • If you have students reading a passage that is available as an audio recording, provide access to the audio recording as well.
  5. Provide checklists, graphic organizers, or templates to assist students with comprehension. 
  6. Provide students options to demonstrate knowledge and promote the use of technology, resources, and tools to support assessment. 
  7. Provide meaningful feedback and encourage students to reflect on their learning.