Topic 1 - An Introduction to Universal Design for Learning

Welcome to This Module!

1.1. Learning Outcomes

1.2. What is UDL? ⇩ | 1.3. Why is UDL important? ⇩| 1.4. Systemic Barriers ⇩ | 1.5. Learning Activity ⇩ | 1.6. Learning Networks ⇩ | 1.7. Activity: Identify Systemic Barriers and Possible Solutions ⇩

1.2. What is Universal Design for Learning?

Universal Design for Learning (UDL) is an approach that allows us to recognize and address diversity of learners and reduce barriers to learning.

UDL derives from the Universal Design (UD) movement in the field of architecture that aimed to create physical environments that are barrier-free and accessible to as many people as possible at little or no extra cost.

For example, sidewalk were originally created for wheelchair users, but more people, from people pushing a cart carrying heavy equipment to people using a stroller, can benefit from them. Creating sidewalk ramps from the beginning is more efficient in terms of time, cost, and the number of people served than creating curbs first and then adding ramps afterwards.

Applying this proactive design approach of UD to learning, UDL guides us to make learning environments accessible and inclusive by design. UDL is a set of principles for curriculum development that enable all learners to gain knowledge, skills and enthusiasm for learning by giving them equal opportunities to learn.

1.3. Why is UDL Important? UDL's Benefits to Learners and Instructors

Many traditional teaching practices tend to cater to or privilege only certain types of learners, such as those learners who are able-bodied, fluent in the language of instruction, or good at learning course content by reading textbooks or listening to lectures. However, in reality, all learners bring their varying backgrounds, strengths, needs and interests to our education system and classrooms. If this diversity is not recognized and addressed by proactive design, it can create barriers to learning. The UDL guidelines can help us reduce environmental and curricular barriers by bringing flexibility and options into learning design from the outset.

The implementation of UDL strategies can have a positive impact on instructors as well. The benefits for instructors include:

• Having concrete strategies to improve student learning
• Reducing workload by avoiding a need to accommodate varying individual student needs retroactively
• Enhancing their professional capacity in the area of inclusive design and teaching
• Maintain academic rigor and high expectation by making learning activities tactable for students

1.4. What are Systemic Barriers in Teaching and Learning?

Accessibility is an important concern for UDL, but UDL doesn’t approach accessibility only from a disability perspective. It is more broadly concerned about reducing any barriers to learning by making sure that all of the instructional materials (e.g., texts, images, audio) as well as classroom environments and activities are accessible to as many learners and instructors as possible. For example, UDL encourages us to use a video with captions, but it is to help not only students with hearing challenges but also students who speak English as an additional language. It can also help reinforce other students’ understanding of the content.

UDL recognizes systemic barriers in teaching and learning settings. Systemic barriers are policies, procedures, or practices that can prevent individuals from having equal access to a service and fully participating in a situation. They are often put into place unintentionally, and yet they can have negative impacts.

Systemic barriers to learning include:

• Using colours to deliver information. (e.g., “Correct answers are in green,” which can be a barrier for those learners or instructors who are colorblind.)
• Having unclear learning outcomes or objectives for a program, a course, or a learning activity. Lack of transparency can make the learning process difficult for some students, such as those who are not familiar with implicit academic expectations and norms, and those who need support to stay focused on learning goals in face of distractions.
• Requiring students to demonstrate their understanding of course content in only one way (e.g., only in an essay) when their understanding can be assessed in other ways as well.
• Providing information in only one way (e.g. text) without alternative media (e.g., videos, audio).
• Classroom that does not have wheelchair-accessible tables.
• Expensive textbooks and fieldtrips (i.e., economic/financial barriers for some learners).
• Providing examples that are relevant or understandable only to limited groups of students.
• Assigning a group assignment that requires significant work outside the class time. (Barrier for some students, such as students who commute from afar, have parenting responsibilities, and have multiple jobs.)

1.5. Learning Activity

Following are commonly asked questions about UDL. What do you think the answers would be?

• Do I need to change everything in my course/classroom at once? – No. You can redesign your course and classroom practice gradually based on your priorities and available resources.
• How can I implement UDL when my school doesn’t have enough services or accommodation measures to meet students’ various needs, such as a disability student service centre? – The whole point of UDL is to reduce our reliance on those external services and to shift our course design to a more proactive approach that takes various students’ needs into consideration from the very beginning, because retro-fitting individual students’ needs can be time-consuming and ineffective. However, it can be necessary and appropriate to seek expert support from other service units depending on the situation. In addition, it is a good practice to share the information about those services and resources available to students (e.g., include the information in a course syllabus).
• Is my teaching going to be completely inclusive and assessible if I use UDL? – No, unfortunately. Like any educational approach, UDL alone does not necessarily make your course completely inclusive and accessible, although it does give us a very clear and useful framework to start making improvements. This module is one of a five-module series focused on equity, diversity and inclusion in teaching and learning. You can check the other modules.

1.6. Learning Networks and UDL Principles

Informed by cognitive neuroscience, UDL addresses three broad distinct and interrelated learning networks of the brain Links to an external site., and UDL has three principles that correspond with these networks. This module is organized by these UDL principles, and here is an overview.

Affective Networks

These networks represent the “why” of learning and are located at the medial regions of the brain. This area of the brain evaluates patterns and the emotional significance of the information being perceived, and stimulates motivation for learning. Learners perceive and respond to new information or tasks differently (e.g., excited, overwhelmed). To support these networks, it is important to provide a balance of challenge and support, different ways to recruit learners' interest, and multiple ways to engage learners. It is also important to remind students of goals and objectives to help them stay focused and motivated.

Affective networks inform UDL's Principle: "Provide multiple means of engagement." This principle is covered in Topic 2 of this module.

Recognition Networks

These networks, being situated at the posterior half of the brain’s cortex, represent the “what” of learning. This area of the brain helps us gather facts and categorize what we see, hear and read, but everyone processes information differently. To support different learners’ recognition networks effectively, it is necessary to provide information and content using a variety of media.

Recognition networks inform UDL’s Principle: “Provide multiple means of representation.” This principle is covered in Topic 3 of this module.

Strategic Networks

These networks represent the “how" of learning and are situated in the anterior regions of the brain’s cortex. This area of the brain helps us to plan, execute and monitor action and skills. Learners are different in the way they acquire patterns and in higher-level strategies such as planning, organizing and monitoring. It is important to give students choices, strategies and appropriate tools for planning and demonstrating their knowledge.

Strategic networks inform UDL's Principle: "Provide multiple means of action and expression". This principle is covered in Topic 4 of this module.

1.7. Activity: Identify Systemic Barriers and Possible Solutions

This is the end of an overview of UDL. For your reference, you can download the CAST’s table on UDL guidelines Links to an external site., which lays out how learning networks of the brain are connected to UDL’s principles and guidelines.

The rest of this module will walk you through following three principles of UDL one by one:

1. Provide Multiple Means of Engagement (Topic 2)

2. Provide Multiple Means of Representation (Topic 3)

3. Provide Multiple Means of Action and Expression (Topic 4)

Note:  Click the Next button below to move on to the next page, Topic 2: Multiple Means of Engagement.