Universal Design for Learning (UDL)

A venn diagram, on top is engagement, on left is action and expression, on right is representation and in the middle is accessible learning for everyone

Universal Design for Learning (UDL) guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.  The goal of UDL is "learner agency that is purposeful & reflective, resourceful & authentic, strategic & action-oriented." (CAST, 2024). UDL focuses on redesigning the learning environment, rather than attributing challenges to deficits within the learner. UDL does not focus on individual accommodations.  It emphasizes universal design elements that benefit all learners. When environments are intentionally designed to reduce barriers, every learner can engage in meaningful learning.

 

The principle of universal design originated in architecture, from the idea that a curb cut or ramp may have been designed to assist a small group of individuals with a specific need, such as wheelchair users, but is actually beneficial to the broader population, such as children on bicycles or parents with strollers.

 

Have you visited the Guggenheim Museum?  Consider it's layout and design:

The floors of the Guggenhiem Museum are a series of interconnected ramps.

 

There are no stairs in the Guggenheim Museum- only ramps and elevators.  This design accommodates a wide range of individuals:  wheelchair users, babies in strollers, athletes using crutches, individuals with cardiac issues, folks who are simply tired from a long day of touring, etc.  Its design is universal.  It provides all visitors personal choice and agency in their explorations.

 

Learner agency and UDL are critical components of online courses.  UDL is a framework to “improve and optimize teaching and learning for all people based on scientific insights into how humans learn” (CAST, 2020; Perez & Johnston, 2020). It is a set of principles for teaching, learning, course design, and curriculum development that give all individuals equitable opportunities to learn- and agency in those processes. 

Universal Design for Learning is grounded in three principles (CAST, 2024):

UDL, which is based on brain science, interprets human variability in relation to the parts of the brain that control the “what” (recognition network), the “how” (strategic network) and the “why” (affective network) of learning.

Click each title to learn more about them.

Applying Universal Design for Learning to Your Online Course

The table below outlines questions to ask to make your online courses more equitable and accessible.

UDL Elements

Examples

Resources/ Tools
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?
  • 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.
  • Share some things you (the instructor) have learned from students and how you incorporate that into your teaching.
  • Create activities with genuine learning outcomes and that target real audiences.
  • Nurturing a culture where mistakes are a part of the learning process
  • Create teams with clear goals, roles, expectations, and responsibilities.
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?
  • Make it easy for students to customize font, images, graphs, tables, colors, video or podcast speed and timing.   
  • Provide descriptions (text or spoken) for all images, graphics, videos, or animations.
  • Provide written transcripts for videos or auditory clips.
  • Pre-teach vocabulary, symbols, and prerequisite concepts especially in ways that promote connection to the learners’ experience and prior knowledge.
  • Embed support for vocabulary and symbols within the text (e.g., hyperlinks or footnotes to definitions, explanations, illustrations, previous coverage, or translations).
  • Use closed captioning in more than one language.
  • Use advanced organizers (e.g., KWL methods, concept maps).
  • Progressively release information.
  • Use checklists, organizers, and electronic reminders.
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 written tasks for students to show what they know?
  • Am I providing students access to assistive technology (AT)?
  • Provide calendars and checklists to help students track tasks for meeting a learning goal.
  • Provide access to common Assistive Technology, such as speech-to-text and text-to-speech.
  • Allow students to show what they know through a variety of formats, such as a poster presentation or a graphic organizer
  • Compose in multiple media such as text, speech, drawing, illustration, comics, storyboards, design, film, music, storytelling, dance/movement, visual art, sculpture, or video.
  • Use story webs, outlining tools, or concept mapping tools.
  • Use prompts to “show and explain your work” (e.g., portfolio review, art critiques).
  • Use checklists and project planning templates for understanding the goal and setting up prioritization, sequences, and schedules of steps.
  • Use graphic organizers and templates for data collection and organizing information.

References

CAST (2024). Universal Design for Learning Guidelines version 3.0. Retrieved from https://udlguidelines.cast.org

CAST. (2020, September 25). About Universal Design for Learning.

CAST (2018). Universal Design for Learning Guidelines version 2.2.

CAST (n.d.). UDL Syllabus. 

The Center for Universal Design in Education, University of Washington. (2019, April 30). What is the difference between accessible, usable, and universal design?

Perez, L. & Johnston, S. (2020, July 30). Bringing Equity and Inclusion to Remote Learning with UDL [Webinar]. ThreePlay Media: Boston, MA.

Posey, A. (2020, August 13). Universal Design for Learning (UDL): A Teacher's Guide.

UA Little Rock Disability Resource Center. (2020). Ten Steps Toward Universal Design of Online Courses.     

UDL On Campus: UDL Examples. (n.d.). Udloncampus.cast.org. http://udloncampus.cast.org/page/udl_examples

The IDEAS team has several resources you can access to learn more about creating accessible for your course.

How to cite this page:

UMass Amherst IDEAS Team. (2024, October). Universal Design for Learning (UDL). https://www.umass.edu/ideas/universal-design-learning-udl