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Ohio Department of Education
Universal
Design for Learning Equals Learning Opportunities for All
By Kimberly Monachino
Today’s classrooms are very busy places. They are filled with students
who have diverse needs and learning challenges. To meet their needs,
teachers may be equipped with a variety of instructional strategies and
have many other tools in their tool boxes. However, even with multiple
tools, trying to meet the unique needs of each individual child
sometimes can feel daunting.
One approach that can help teachers customize the curriculum to meet
the needs of all learners is Universal Design for Learning (UDL).
Universal Design for Learning originated with the term universal
design. Originally, universal design meant creating products and
environments that are accessible to individuals with disabilities.
Automatic doors, closed captions, ramps and curb cuts are all universal
designs. These modifications assist people with disabilities, but
individuals without disabilities also benefit from these adaptations.
For example, automatic doors make entering a building easier if you use
a wheelchair or if you can walk but are carrying several bags of
groceries.
We know that every learner is unique, and one size doesn’t fit all. The
Universal Design for Learning structure is research based and aims to
change the design of classrooms, school practices and coursework rather
than change each unique learner. It minimizes barriers and maximizes
learning no matter what a student’s ability, disability, age, gender or
cultural background might be. It reduces obstacles to learning and
provides appropriate accommodations and supports. It does all of this
while keeping expectations high for all students. Universal Design for
Learning makes it possible for all learners to engage in meaningful
learning by making sure everyone understands what is being taught.
Coursework developed following Universal Design for Learning is
flexible — the goals, methods, materials and assessments consider the
full range of each learner’s needs.
In a Universal Design for Learning classroom, students have goals and
are aware of what they are working to achieve. To accomplish this, the
teacher might post goals for specific lessons in the classroom.
Students also might write down lesson goals in their notebooks. The
teacher refers to lesson goals during the lesson itself. In a
traditional classroom, there only may be one way for a student to
complete an assignment. This might be an essay or a worksheet. With
Universal Design for Learning, there are multiple options. For
instance, students can create a podcast or a video to show what they
know. They may be allowed to draw a comic strip. There are a wide range
of possibilities for completing assignments, as long as students meet
the lesson goals. With Universal Design for Learning, teachers give
students feedback about how they are doing with lesson goals. Students
reflect on their learning and think about their progress toward the
goals. If they did not meet the goals, the teachers encourage students
to think about what they could do differently next time.
The three major ideas in the Universal Design for Learning structure
are:
Multiple means of representation is showing or presenting the
information in different ways to the learners. For example, students
with sensory disabilities (e.g., blindness or deafness); learning
disabilities (e.g., dyslexia); language or cultural differences, and
others may need information presented in different ways. So, instead of
the teacher having all the students read from a textbook or only using
printed text, there are options for students based on how they best
learn. Some students prefer to listen to a recording of the textbook,
use pictures to understand the print or use a computer.
Multiple means of action and expression means providing opportunities
for learners to demonstrate their knowledge in alternative ways. For
example, when the teacher gives students options to “show what they
know” beyond paper and pencil tests. The students show their
understanding by creating something such as a poster, making a
PowerPoint presentation, writing a poem or making a TV or radio
commercial.
Multiple means of engagement is discovering learners’ interests and
motivating them to learn. When teachers take the extra time to learn
about their students’ personal interests and make learning relevant to
their experiences, students often become more engaged. For example, the
teacher who knows her students are excited about sports and
incorporates those interests into reading and math activities.
For more information on these principles, click here
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