Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
Find out how the UDL framework guides the design of instructional goals, assessments, methods, and materials that can be customized and adjusted to meet individual needs.
CAST created the Universal Design for Learning framework, and it remains one of our core levers of change to help make learning inclusive and transformative for everyone.
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning. These 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. Visit the UDL Guidelines Top of PageUnderstood for All Inc. 96 Morton Street, Floor 5 New York, New York 10014 Media inquiries: (preferred) or 646-757-3100 Skip to content Universal Design for Learning (UDL) is a framework developed by CAST, an Understood founding partner. UDL guides the design of learning experiences to proactively meet the needs of all learners. When you use UDL, you assume that barriers to learning are in the design of the environment, not in the student. UDL is based on brain science and evidence-based educational practices. It also leverages the power of digital technology. Imagine this: Your students are going to write an essay on the stages of butterfly metamorphosis. Some students have seen butterflies grow through the different stages at a local science museum. These students are excited to share what they know. Other students don’t know anything about butterflies and are nervous about writing on this topic. And some students don’t like to write — they dread this activity from the moment you say “essay.” In any class, you know there’s a wide range of enthusiasm, background, and skills among your students. When you plan with this range in mind, you can approach the lesson in several ways. You could share a mini-lesson on butterfly metamorphosis and have students use a guided worksheet as they write. Or you could set up stations where students are grouped using flexible grouping around understanding of the topic, language ability, or reading level. But take a step back. In any lesson or task, you can anticipate this range of variability among your students. There’s another approach you can take to plan for this variability in all your lessons: Universal Design for Learning (UDL). The ultimate goal of UDL is for all learners to become “expert learners.” Expert learners are purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed about learning. UDL is a powerful approach because from the very start of your lesson, it helps you anticipate and plan for all your learners. It can help you make sure that the greatest range of students can access and engage in learning — not just certain students. You don’t need specific tools or technologies to follow UDL’s principles either. Instead, your students choose from the tools and resources you already have. They might use them in different ways. Also, UDL may change how you think about what prevents students from learning. Instead of thinking that something needs to change about the students, UDL looks at the learning environment. The learning environment can include barriers to learning, like the design of the curricular goals, assessments, methods, and materials. In this way, the learning environment itself can be “abled” or “dis-abled.” UDL gives you a framework to follow so you can reduce the barriers to learning. The main way to do this is to prepare a learning environment where students have what they need to flexibly meet learning goals. Universal design can be found just about anywhere you look — both inside and outside your school. Curb cuts change sidewalks so that they’re accessible to the greatest range of users, including people who use wheelchairs and those pushing strollers. Closed captions make television accessible to people who are deaf or who have hearing loss, as well as people at the gym or spouses who can’t agree whether or not to keep the TV on at night. No two forms of universal design are the same. Universal Design for Learning looks different in every classroom. But there are commonalities. To start with, there’s always a focus on building expert learning for all. Other common elements of a UDL experience include:
In a UDL environment, students rarely do the same task in the same way at the same time. The flexible options will differ across developmental ages. But the framework for having clear goals and flexible options is consistent no matter the grade level or content areas. UDL describes human variability based on parts of the brain that manage the “why” (affective network), the “what” (recognition network), and the “how” (strategic network) of learning. Watch as CAST co-founder David Rose explains why UDL emphasizes variability instead of disability. CAST developed UDL guidelines that are based on three main principles that align with these learning networks. The three UDL principles are engagement, representation, and action and expression. The chart below includes the three UDL principles adapted from CAST. It also gives you some questions to consider and lists some examples of the principles in action. type: asset-hyperlink id: nKbe6ToQJF64GToH5zSKfYou can type: asset-hyperlink id: 3vzjvQAnt6xj0l080yVqXg of this chart to have on hand while planning a lesson, activity, or routine for your students.
Families may not be familiar with the concept of students being active participants in setting their learning goals. They may have questions about letting students make their own learning choices. Explain at back-to-school night or in a class email that you’ll be using Universal Design for Learning. You can even share a family-friendly article about the UDL approach to teaching. Assure families that you have high expectations for all students to become expert learners in your classroom. And explain that you’ll keep working with the students and their families to build the skills and interest to make that happen. Read these articles to learn how to use UDL with distance learning. Allison Posey, MEd, CAST, Inc. is a curriculum and design specialist at CAST. Brittney Newcomer, MS, NCSP is the associate director of thought leadership at Understood. She has served in public schools for more than a decade as a teacher, evaluator, and curriculum manager. We’ll email you our most helpful stories and resources. Copyright © 2014–2022 Understood for All Inc. Understood is a tax-exempt 501(c)(3) private operating foundation (tax identification number 83-2365235). Donations are tax-deductible as allowed by law. Understood does not provide medical or other professional advice. The health and medical related resources on this website are provided solely for informational and educational purposes and are not a substitute for a professional diagnosis or for medical or professional advice. Use of this website is subject to our Terms of Use and Privacy Policy. Understood for All Inc. 96 Morton Street, Floor 5 New York, New York 10014 Media inquiries: (preferred) or 646-757-3100 |