Universal Design for Learning (UDL)

What is UDL?

Universal Design for Learning (UDL) is a research-based framework developed by CAST (Center for Applied Special Technology) that guides the design of learning experiences to proactively meet the needs of all learners.

UDL vs. accommodations

Note: UDL doesn't replace accommodations. Students with disabilities may still need specific accommodations, but UDL reduces how often they're needed.

The three UDL principles

UDL is organized around three brain networks involved in learning:

1. Multiple means of engagement (the "why" of learning)

Brain network: Affective networks — how we get engaged and stay motivated

Goal: Recruit interest and sustain effort

Guidelines

• Provide options for recruiting interest: Choice, relevance, authenticity
• Provide options for sustaining effort: Clear goals, varied challenge, collaboration, feedback
• Provide options for self-regulation: Motivation, coping skills, self-assessment

Examples in practice

• Let students choose topics within assignment parameters
• Connect content to real-world applications
• Provide varied levels of challenge
• Create collaborative learning opportunities
• Give frequent, formative feedback

2. Multiple means of representation (the "what" of learning)

Brain network: Recognition networks — how we gather and categorize information

Goal: Present information in multiple formats

Guidelines

• Provide options for perception: Alternatives for visual and auditory information
• Provide options for language/symbols: Clarify vocabulary, syntax, notation
• Provide options for comprehension: Activate background knowledge, highlight patterns

Examples in practice

• Caption videos and provide transcripts
• Offer content in multiple formats (text, audio, video)
• Define key vocabulary and symbols
• Provide outlines and advance organizers
• Use concept maps and visual diagrams

3. Multiple means of action & expression (the "how" of learning)

Brain network: Strategic networks — how we plan, execute, and monitor actions

Goal: Differentiate ways students can express learning

Guidelines

• Provide options for physical action: Vary methods for response and navigation
• Provide options for expression: Use multiple media, tools, and supports
• Provide options for executive functions: Goal-setting, planning, time management

Examples in practice

• Allow choice in assessment format (paper, presentation, video)
• Permit use of assistive technology
• Provide graphic organizers and templates
• Break long-term projects into milestones
• Model goal-setting and planning strategies

Implementing UDL in your course

Start with goals

Identify the essential learning goals. What must students know or be able to do? Separate the goal from the method:

• Goal: "Students will demonstrate understanding of X"
• Method: How they demonstrate understanding can be flexible

Identify barriers

Consider potential barriers in your current design:

• What assumptions are you making about learners?
• What single method are you relying on?
• Who might be excluded by current design?

Add flexibility

Build in options where possible:

• Multiple ways to access information
• Multiple ways to engage with content
• Multiple ways to demonstrate learning

UDL and digital accessibility

UDL and digital accessibility are complementary. Many UDL practices support accessibility compliance:

Course design examples

Lecture course

• Engagement: Polls, think-pair-share, real-world cases
• Representation: Slides + recorded lecture + reading + study guide
• Expression: Mix of exams, papers, presentations

Lab or studio course

• Engagement: Choice of project topics, peer collaboration
• Representation: Written protocols + video demos + in-person guidance
• Expression: Lab reports, portfolios, oral defenses

Online course

• Engagement: Discussion forums, optional study groups, choice boards
• Representation: Text + video + audio + interactive activities
• Expression: Written, video submissions, presentations

Who benefits from UDL?

While UDL was developed with disability in mind, it benefits many learners:

• Students with disabilities: Proactive access reduces need for individual accommodations
• English language learners: Multiple representations aid comprehension
• Non-traditional students: Flexible options support varied schedules
• Students with different learning preferences: Options for engagement and expression
• All students: Choice and flexibility increase motivation and ownership

Common concerns

"Doesn't this lower rigor?"

No. UDL maintains high expectations while varying the path. The learning goals stay the same; the methods become flexible. A student who creates a video presentation can demonstrate the same depth of understanding as one who writes a paper.

"I don't have time to create multiple versions of everything."

Start small. You don't need to redesign your entire course at once. Pick one area where you can add options. Built-in accessibility (like captions) also creates multiple formats automatically.

"Won't students just pick the easiest option?"

Design options to be equivalent in challenge, not easier/harder. Frame choices as "different ways to demonstrate learning" rather than "levels." Students often rise to the challenge when given ownership.

Getting started checklist

• ☐ Review learning objectives — are they about goals or methods?
• ☐ Identify one assignment where you could offer format choice
• ☐ Add one alternative format for course content (e.g., transcript for video)
• ☐ Include relevance connections in introduction to topics
• ☐ Provide a course outline or roadmap
• ☐ Consider adding collaborative option to individual assignment

Resources

• CAST UDL Guidelines — The definitive UDL resource
• CAST: About UDL
• UDL on Campus — Higher education focus
• Course Design Checklist
• Teaching & Learning Hub