Universal Design for Learning and Universal Supports
Big Idea: What is necessary for some, is good for all.
What is Universal Design for Learning? Accessible instruction is most often referred to as Universal Design for Learning (UDL). UDL is based on the principles of universal design pioneered by architect Ronald Mace in the 1980s. Mace advocated for the design of buildings to be as accessible to as many people as possible. This has led to wider doorways, standardized heights for electrical outlets and switches, door handles that don't require gripping and twisting. These principles expanded beyond the built environment to design in other fields.
Researchers determined that when principles of universal design were applied to the learning environment, it improved opportunities for learning for all students. When UDL principles are incorporated into the course during its design and development, they lay the foundation with learning outcomes, activities, assessments, and teaching methods that improve accessibility for all learners (Rose & Meyer, 2002). A course designed using UDL principles is more flexible and student-centred, enabling the students to make choices or be more involved in the learning process by providing multiple ways to access content and express their learning.
What are the benefits of using UDL?
Why UDL?
To reduce and often eliminate barriers to learning.
Researchers determined that when principles of universal design were applied to the learning environment, it improved opportunities for learning for all students. When UDL principles are incorporated into the course during its design and development, they lay the foundation with learning outcomes, activities, assessments, and teaching methods that improve accessibility for all learners (Rose & Meyer, 2002). A course designed using UDL principles is more flexible and student-centred, enabling the students to make choices or be more involved in the learning process by providing multiple ways to access content and express their learning.
What are the benefits of using UDL?
- Reduces barriers to learning;
- Increases student engagement;
- Empowers students to be self directed;
- Helps students to 'show you what they know'; and
- Creates a flexible and responsive course design and delivery model.
- Multiple Means of Representation
- Multiple Means of Expression
- Multiple Means of Engagement
Why UDL?
To reduce and often eliminate barriers to learning.
Reflect:
Think about your assignments, your learning activities, your tests; did you realize that if you use one method of evaluation in your course, just multiple choice tests for example, you are providing an advantage to about 25 per cent of your students and disadvantaging the rest of the class? Some students will do really well on multiple choice tests whereas for others, it is not a true measure of their understanding of the materials.
Implementing the Principles of UDL:
Big Idea #1: Provide multiple means of Representation (information and content)
Recognition Network of the Brain
Learning is most effective when it is multimodal - when material is presented in multiple forms. Students benefit from having multiple means of accessing and interacting with material and demonstrating their knowledge through evaluation.
This is where you consider the Visual, Auditory and Kinesthetic Learning Styles of your class profile, and plan to provide a variety of ways to present materials and content.
Big Idea #2: Provide multiple means of Expression
Provide multiple ways for students to demonstrate what they have learned.
The Strategic Network of the Brain
This may be when you incorporate differentiated instruction and assessment to provide students with a variety of options in the products, assessments or evaluations, that they create to demonstrate the outcomes of your course.
Big Idea #3: Provide Multiple Means of Engagement
Stimulate Interest and motivation.
The Affective Network of the Brain
In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement increases the potential for learning. Some learners are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers.
This is where you can differentiate the process in which the students in your class can learn and practice the big ideas of your lesson and your unit.
Think about your assignments, your learning activities, your tests; did you realize that if you use one method of evaluation in your course, just multiple choice tests for example, you are providing an advantage to about 25 per cent of your students and disadvantaging the rest of the class? Some students will do really well on multiple choice tests whereas for others, it is not a true measure of their understanding of the materials.
Implementing the Principles of UDL:
Big Idea #1: Provide multiple means of Representation (information and content)
Recognition Network of the Brain
Learning is most effective when it is multimodal - when material is presented in multiple forms. Students benefit from having multiple means of accessing and interacting with material and demonstrating their knowledge through evaluation.
This is where you consider the Visual, Auditory and Kinesthetic Learning Styles of your class profile, and plan to provide a variety of ways to present materials and content.
Big Idea #2: Provide multiple means of Expression
Provide multiple ways for students to demonstrate what they have learned.
The Strategic Network of the Brain
This may be when you incorporate differentiated instruction and assessment to provide students with a variety of options in the products, assessments or evaluations, that they create to demonstrate the outcomes of your course.
Big Idea #3: Provide Multiple Means of Engagement
Stimulate Interest and motivation.
The Affective Network of the Brain
In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement increases the potential for learning. Some learners are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers.
This is where you can differentiate the process in which the students in your class can learn and practice the big ideas of your lesson and your unit.