Definition

Universal Design for Learning (UDL) is an approach to course design and teaching to benefit people of all learning styles without adaptation or retrofitting. UDL provides equal access to learning, not just equal access to information. It allows students to control the method of accessing information while the instructor monitors the learning process and initiates beneficial methods.

Although UDL enables student self-sufficiency, the instructor remains responsible for imparting knowledge and facilitating the learning process. UDL does not remove academic challenges; it removes barriers to access.

Who Benefits?

Students who speak English as a second language
International Students
Older students
Students with disabilities
A teacher whose teaching style is inconsistent with a student's preferred learning style
All students

Principles

Identify essential course content
Clearly express the essential content and any feedback given to the student
Integrate natural supports for learning (i.e. using resources already found in the environment such as study buddy).
Use a variety of instructional methods when presenting material
Allow for multiple methods of demonstrating understanding of essential course content
Use technology to increase accessibility
Invite students to meet/contact the course instructor with any questions/concerns

Common Teaching Methods

	Strengths	Limitations	Preparation
Lecture	Ensures dissemination of specific facts Class size is not an issue	Little, if any, student participation Only learn from one source	Information to be learned needs to be clearly indicated Course instructor should allot adequate time for content to be presented
Class Discussion	Information and ideas drawn from multiple people Students' attention easily maintained	Only practical in a small classroom Some students will monopolize the conversation while others will not engage	Course instructor needs to guide the discussion and keep the group from going off track Discussion topics/questions should be prepared before class
Role Playing	Can be very impacting Students are able to test concepts and techniques presented in class	Students may feel put on the spot Only practical for a small classroom	Instructor needs to identify rules, situation, and roles
Guest Speaker	Provides a real-life example Gives students contacts in the field	Quality of speaker may be poor	Identify and schedule appropriate speakers Provide introduction and background of speaker
Panel of Experts	Allows for multiple expert opinions and ideas on a topic May capture more students' attention	Speakers may be poor quality Competition among experts	Identify and schedule experts Provide introduction and background of experts
Video	Allows for alternate means of representation Keeps students' attention	Students do not have to actively participate Unable to control what students learn	Prepare questions for discussion

Implementation

Put course materials in a Learning Management System (LMS) to allow students to have access to materials that may have been missed in face-to-face lectures
Use peer mentoring, group discussions, and cooperative learning situations rather than strictly lecture
Using guided notes enables students to listen for essential concepts without copying notes
Update course materials based on current events and student desires
Provide a comprehensive syllabus with clearly defined course requirements, accommodation statement, and due dates
Fluctuate instructional methods, provide illustrations, handouts, auditory and visual aids
Clarify and feedback or instructions, ask for questions, and use multiple examples
Relate a new topic to one already learned and/or a real-life example
Allow students to demonstrate knowledge of the subject through alternate means
Develop study guides
Give short examples frequently

Essential Qualities

Representation

UDL course content provides alternative representations of essential concepts. Faculty should use various methods of representation to allow the student to learn the information in their preferred means.

Example: Placing course notes on the web allows students to gain information by lecture and text. Additionally, a student with a visual impairment could tape the lecture to capture the notes in an alternate format.

Engagement

UDL course content maintains varied skill levels, preferences, and interests by allowing for options. By having flexible teaching strategies and course content, students can choose methods that support their interest and skill levels.

Example: When teaching a foreign language, students could choose from a variety of online options that would allow them to practice fluency and comprehension at a reading level that is appropriate for them.

Expression

Universally designed course content allows for alternate methods of expression. This allows the student multi ple means of demonstrating mastery of the material.

Example: Allowing the students to demonstrate knowledge on a subject by doing an oral presentation or writing a paper or taking a test. Students with a speech impediment may be unable to present the information orally while students with a fine motor disability may have difficulty taking a written exam.

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