Universal Design For Learning (UDL)

Why UDL?

The Universal Design for Learning (UDL) framework was created to eliminate inequalities and to help build equity in our schools and classrooms. Students do not have equal opportunities “to reach for high expectations, grapple with complex thinking, and learn how to learn when teachers design curriculum and instruction using a ‘one-size-fits-all’ approach to teaching and learning” (Chardin & Novak, 2021, p.2). In a ‘one-size-fits-all’ approach to teaching, all students are expected to read the same books at the same pace, listen to the same lectures, and complete the same math problems using the same materials. These ‘one-size-fits-all’ solutions “expect nothing more than compliance and favor students who don’t face significant barriers to learning” (Chardin & Novak, 2021, p.2).

​

UDL is a framework that rejects the ‘one-size-fits-all’ approach and empowers educators to “proactively design curriculum and instruction so all learners can increase their brain power and accelerate their learning” (Chardin & Novak, 2021, p.2).

Educators hold so much power: “power to design learning experiences, power to set expectations for students, power to elevate and celebrate student voices, power to inspire and motivate students, power to create consequences, and power to allow for choice and personalization” (Chardin & Novak, 2021, p.6).  Educators must provide choices and options, so students are engaged with content that is relevant and meaningful.

 

Student voice and choice

In UDL, student voices are critical, and learning is student-directed.  The two words that drive UDL are choice and voice (Chardin & Novak, 2021). When educators align the design of learning experiences to the three UDL principles of multiple means of engagement, representation, and action/expression, learning is personalized and student-directed. Education should be designed “to elevate and celebrate the voices of students. A focus on teaching advocacy and channeling student passions in our classrooms needs to replace our focus on depositing knowledge to students sitting passively in rows” (Chardin & Novak, 2021, p.7).

​

“How can we, as educators, align our practice to UDL so that all students learn how to sustain effort and persistence, to know they matter, to question everything, to think critically, to be resourceful, to collaborate, to be global citizens, and to set meaningful goals to change our world for the better?” (Chardin & Novak, 2021, p.9).

​

First, educators need to identity and acknowledge all the potential barriers that stand in the way of teaching and learning being universally accessible and engaging.  Then, once the barriers are identified, learning environments, lessons, units, curricula, and learning experiences can be designed to ensure that all learners in the classroom have authentic access despite ability and/or language (Chardin & Novak, 2021). Therefore, UDL is “critical for educators to design and deliver an education that meets the needs of all students and empowers them to personalize their pathways” (Chardin & Novak, 2021, p. 9). UDL also empowers educators to focus on “embracing identity, voice, diversity, problem-solving, creativity, and personalization” (Chardin & Novak, 2021, p.13).

 

Reference

Chardin, M. & Novak, K. (2021). Equity by design: Delivering on the power and promise of UDL. Corwin.