Series Introduction and UDL Framework Overview
This newsletter segment reflects the first in a monthly series of teaching tips from CITL’s UDL Team focused on the topic of Universal Design for Learning (UDL) and how to apply UDL principles in your course design and teaching practice. This month offers a brief rationale for, and introduction to, the UDL framework. In the months to come, we’ll zero in on specific applications of UDL in areas like syllabus design, assessment design, engagement strategies, multimodal approaches, tool-based methods for applying UDL, and more. Along the way, we’ll also note important areas where UDL and accessibility converge.
At this point though, you may be wondering, “What is UDL, and what can it do for my students?” To begin with, UDL is an inclusive approach to learning that recognizes students' unique strengths, abilities, and learning preferences and guides the design of educational materials, methods, and assessments to meet those diverse learner needs. In fact, one of the goals of UDL is to help students become "expert learners" by empowering them to reach their full potential, regardless of their background or ability. While not a replacement for all disability accommodations, UDL may help reduce the need for individual accommodations by removing major barriers to instruction and taking a proactive approach to inclusive course design.
UDL was inspired by the Universal Design movement in architecture and product development, which called for "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design." Researchers at the Center for Applied Technology (CAST) applied this foundational principle to learning by incorporating neuroscience research and progressive education theories to create a set of guidelines for designing and implementing inclusive learning environments. In a nutshell, UDL is based on specific neural networks that govern what, how, and why we learn. These three networks (affective, recognition, and strategic) help define the conceptual framework of UDL and map to fundamental inclusive learning considerations.
The UDL Framework
| Brain Network |
Neural Network Function |
Inclusive Learning |
UDL Principle |
| Affective |
The "why" of learning: How learners get engaged and stay motivated, how they are challenged, excited, or interested |
Need to stimulate interest and motivation for learning |
Provide Multiple Means of Engagement |
| Recognition |
The "what" of learning: How learners gather facts and categorize what they see, hear, and read |
Need to present information and content in different ways |
Provide Multiple Means of Representation |
| Strategic |
The "how" of learning: How learners organize and express ideas in learning activities like writing an essay or solving a math problem |
Need to differentiate the ways learners can express what they know |
Provide Multiple Means of Action and Expression |
What's Your UDL Strategy?
Looking over the UDL conceptual framework, particularly the “inclusive learning considerations,” can you think of one or more ways you might already be applying UDL principles in your course design and teaching? If so, please Email CITL’s UDL Team a brief description of your applied UDL strategy. We’ll feature the winning example in our next monthly “UDL Tip of the Month” which will explore areas where applied UDL and recognized best practices for course design and teaching intersect.