What is Universal Design for Learning?

What is Universal Design and where did it come from?

“Universal Design” (UD) was originally used as an architectural concept. The “UD” designation denotes that a physical environment is designed with accessibility features built into the design. Ron Mace, an architect who contracted polio as a child, first used the term. After the World War I and World War II, many Americans returned from battle with one or more physical disabilities. The need for barrier-free access to everyday locations such as sidewalks and homes became increasingly apparent.

Combined with the 1964 Civil Rights Act, additional legislation in the 1970s, 1980s,1990s, and early 2000s mandated accessible physical locations and, increasingly, accessible digital materials. The Rehabilitation Act of 1973 provided a general definition of impairment and disability, which was further refined in the Americans with Disabilities Act of 1990, as amended. Legislation to specifically include accessible digital media was also created.

Universal Design for Learning

“Universal Design for Learning” (UDL) is a term that applies the general concept of Universal Design to learning environments. Sometimes organizations with use the phrase Universal Design for Instruction (UDI) rather than Universal Design for Learning (UDL).

Take a moment and peruse a summary of the general history of Universal Design from the University of Connecticut by visiting their page titled, “UDI: The History of Universal Design.”

Definitions of Universal Design for Learning

General Definition of Universal Design for Learning – a framework of guidelines that integrates accessibility into the creation of learning materials (for digital or face-to-face environments), so that all students have equal opportunity to achieve the learning objectives and goals, thereby being able to demonstrate the desired learning outcomes.  

Legal Definition from the Higher Education Opportunity Act of 2008 – “The term ‘universal design for learning’ means a scientifically valid framework for guiding educational practice that (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.’’

Before going further in this text, please note that incorporating the principles of UDL does not guarantee that materials are compliant with the law.

Principles of UDL

General Principles of UDL

The general principles of UDL come from the legal definition of UDL in the Higher Education Opportunity Act of 2008. Recall the definition of UDL from a previous section. For practical purposes, here are the principles and desired outcomes of UDL, as set forth by the National Center on Universal Design for Learning.

1. Multiple means of representation of the material to be learned.
2. Multiple means of action and expression.
3. Multiple means of engagement.

The flexibility represented by the preceding three principles can be generalized as UDL principles that provide flexibility in the teaching and learning processes in order to reduce barriers to learning.

• Flexibility in the ways that…
  • information is presented
  • students can respond or demonstrate knowledge and skills
  • students are engaged
• Reduces barriers…
  • in instruction
  • by providing appropriate accommodations, supports and challenges
• Maintains high achievement expectations for all students

 What UDL is not…

• UDL does not change curriculum or student outcomes.
• UDL does not make it easier for students to cheat.
• UDL does not give special privileges to only a few students

Implemented correctly, UDL creates a level playing field so that barriers are reduced and all students will be able to demonstrate the same outcomes at the same level.

You may already be implementing in some ways without realizing it.

Accommodations and Modifications, Learning Preferences and Styles

Because accessibility is a part of Universal Design for Learning (UDL), let’s take a moment to look at some words that are sometimes mistakenly used interchangeably.

For our purposes, an accommodation is a change in the way information is presented or an activity is completed. Examples include providing a transcript for an audio clip or allowing extra time on a timed assessment. A modification is a change in the curriculum or the level of expectations for a student. Legally, while institutions receiving federal funds are required to accommodate in documented cases of disability, changes in curriculum and/or level of expectations are not to occur unless the change affects all students.

The phrases accessibility needs and accessibility preferences are two separate ideas. Accessibility needs are needs that must be met in order for students to be successful. It should be kept in mind that a student with one or more accessibility needs is usually required to register with the institution’s office that supports students with disabilities in order to receive official accommodations. There are some students who choose not to register, but who still have accessibility needs. Accessibility preferences typically apply to individuals with a disability to the extent that the disability impacts the student’s ability to be successful academically, but most probably will not cause the student to fail. An example would be someone with a significant hearing loss who may or may not be benefited with a hearing aid, but generally manages to pass his or her courses. In this case, the student may prefer a transcript for audio clips, but who could get most of what is said without it and chooses to do so.

Implementing the principles of UDL can help not only those students with official accommodations but also those who have not registered as having an accessibility need. Additionally, UDL helps all students in that using UDL principles allows all students to learn in ways more closely aligned with their learning preferences.

UDL In Assessment

Some people who may be familiar with UDL may not realize that UDL principles can also be incorporated into assessment. UDL in assessment includes the provision for multiple formats of products from which students can choose. These options can include written, verbal, role play, and digital formats.

Some thoughts about UDL and Its Implementation

• UDL manifests differently in different contexts.^[1]
• When including “a thing” in a course, define the rationale for it, as well as for the delivery of it and for the type and modality of student product that is submitted in response to “that thing.” (lectures, readings, videos, web pages/sites, assignments, etc)
• While UDL offers students choice in how they engage with the materials of the course and how they demonstrate achievement, care should also be taken to avoid overwhelming them with too much choice. Additionally, each option students have must be fully and carefully explained.

UDL Benefits All Students

1. Encourages contacts between students and faculty.
2. Develops reciprocity and cooperation among students.
3. Uses active learning techniques.
4. Gives prompt feedback.
5. Emphasizes time on task.
6. Communicates high expectations.
7. Respects diverse talents and ways of learning
8. During the last few decades, the above practices have also been routinely included in the K-12 environment as well.