Universal Design for Learning

Universal Design for Learning

Teaching and Learning Topics
By Laurel Bastian

This page provides an overview of what Universal Design for Learning (UDL) is as a pedagogical framework, information on why instructors may want to use UDL in their teaching and course design, guidance around how to apply the guidelines of UDL, and resources to continue that work.

It is meant to support both existing and expanding instructor practices of universal design, practices which overlap with and are part of inclusive teaching.

This page is openly licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

What is UDL?

Universal Design is an approach to designing environments (whether physical, digital, instructional, etc.) so that they can be accessed by all, "to the greatest extent possible," without requiring individual modifications. Humans are variable--there is no "average"--and it is both possible and desirable to design for our variability.

Universal Design for Learning (UDL) was developed from Universal Design for use in educational contexts. CAST, the organization that developed it, describes it as “a framework that addresses the primary barrier to fostering expert learners within instructional environments: inflexible, 'one-size-fits-all' curricula."

UDL features three general principles (as well as concrete guidelines for applying them). It says that, to design for learner variability, we can offer:

  • multiple means of representation (ways to represent content/information)
  • multiple means of engagement (ways to connect with interest and motivation)
  • multiple means of action and expression (ways students can demonstrate their learning)

 

Why use UDL?

Universal Design is relevant because:

  1. There is significant diversity and variability in students'  identities, experiences, and abilities and disabilities--this is a collective strength, and we can proactively plan for learner variability in our teaching. 
     
  2. When we plan for learner variability through course design and teaching strategies like those UDL offers, we support success for all students, including those who have disabilities and/or are neurodivergent, students who are English language learners, and students in a variety of other contexts. 
     
  3. Designing for learner variability can save both instructors and students significant time. When instructors don't designing for variability, students encounter barriers to their learning that do not relate to their ability to meet learning objectives, and instructors may end up spending extensive time "retrofitting" inaccessible content, activities, and assessments. ​​​

 

Snapshot of UO Students & Disability

25%
of first-year students & 28% of seniors identified having one or more disabilities (NSSE, 2022)
47%
of students screened positively for major or moderate depression (Healthy Minds, 2021)
14%
of UO undergrads work with the Accessible Education Center​​​​
41%
of UO students screened positively for anxiety
(Healthy Minds, 2021)

 

How might we apply UDL?

Whether UDL is a framework you are newer to, or one you have significant experience with, we encourage first revisiting your learning objectives, taking a "plus one" approach to identifying manageable change to your existing practice, and then exploring any of the three guidelines in the format of your choice. UDL as a framework is not linear; explore and apply the guidelines in whatever way works best for you.

blue background, on right side is dart board, three darts in bullseye

Step 1: Revisit your learning objectives

One of the most impactful (and time-saving) things we can do in terms of Universal Design and accessibility is to revisit our learning objectives for a course and for assignments and activities, and to revise them where needed.

When we have learning objectives that are specific, meaningful, clearly articulated, and not tied to a specific medium unless the medium is core to the skill, then we can more easily imagine multiple paths towards that goal.  Designing multiple means of representation, engagement, and action and expression to meet those learning objectives comes with much greater ease. Learn more at UDL on Campus’ Learning Goals page.

Person wearing a blue sweater with dark skin holding a light bulb

Step 2: Consider UDL as a "plus one"

Many of us need to make change incrementally. Educators Thomas Tobin and Kristin Behling (in their book Reach Everyone, Teach Everyone) encourage us to think of UDL as "plus one"--adding just one more way for students to perceive course content, interact, or show their learning. 

Your "plus one" might focus that change in an area of your course where students are struggling (to understand a concept, or to complete an assignment, for example) or not yet reaching the learning objectives you've set.

 

 

 Step 3: Explore the UDL guidelines & select a strategy to add one more option for:

Engagement

Student engagement is key to learning; these guidelines help us design for variability in interest, sustaining persistence, and self-regulation.

Read about the principle & guidelines: 

Read CAST's Engagement web pages, which details guidelines and offers concrete examples. 

Access our recorded workshop*: 

Reference and use our openly licensed slides:

Universal Design, UDL, ​& Multiple Means of Engagement (PowerPoint)

 

Representation

Accessing content is key to learning; these guidelines help us design for variability in perception, language and symbol use, and comprehension.

Read about the principle & guidelines:

Read CAST's Representation web pages, which details guidelines and offers concrete examples. 

Access our recorded workshop:

Reference and use our openly licensed slides:

Universal Design, UDL, ​& Multiple Means of Representation (PowerPoint)

 

Action/ Expression

Expressing what we know is key to learning; these guidelines help us design for variability in physical action, communication, and executive functions.

Read about the principle & guidelines:

Read CAST's Action and Expression web pages, which details guidelines and examples. 

Access our recorded workshop*: 

Reference and use our openly licensed slides: 

Universal Design, UDL, ​& Multiple Means of Action & Expression​ (PowerPoint)

Recommended Resources

UO workshops & research on access & Universal Design

Read UO student voices and related recommendations through the "Practitioner Guides" 

These Guides use machine learning to analyze over 100,000 student comments from UO Student Experience Surveys and then summarize student perspectives on specific teaching practices. The Practitioner Guides make the information in these surveys available to instructors and provides recommendations to better support student learning.

Learn how UO students describe practices that support students with disabilities and accessibility practices like flexibility and course affordability.

View the Accessibility Guide

Learn how UO students describe inclusive teaching and how instructors can incorporate inclusive teaching recommendations.

View the Inclusiveness Guide

 

Photo of a dozen students outside on sidewalk, taken from above. Students look up.

 

outdoor ramp next to stairs

Read Research from UO Scholars on Universal Design

Check out the recent literature review on UD in higher ed by Kyle Reardon, Katherine W. Bromley, and Deanne Unruh, featured in the Journal of Postsecondary Education and Disability. In addition, this publication's Volume 26 is focused entirely on Universal Design! 

Read A Promise of Universal Design in Postsecondary Education

 


Host a Universal Design workshop in your unit

Interested in applying Universal Design in your disciplinary context or exploring how Universal Design can support your unit's teaching goals? Connect with us to discuss your universal design-related interests and needs and schedule something for interested faculty and/or GEs.

Complete this brief form to schedule

 


Participate in the Accessibility Ally Program

AEC’s Accessibility Ally program is an opportunity for interested faculty and staff to increase awareness related to disability and develop skills and knowledge to act as an ally for accessibility and inclusion of students with disabilities. Stay tuned for their Spring 2023 training!

Participate in the Accessibility Ally Program

Recommended resources featuring universal design in higher education

 

 

Creating Inclusive Learning Opportunities in Higher Education

This book by Dr. Sheryl Burgstahler (founder of the University of Washington's DO-IT Center) synthesizes Universal Design frameworks to provide a clear, applicable, detailed path to access and inclusion.

Cover of book Creating Inclusive Learning Opportunities in Higher Education
Borrow the book from UO Library

 

 

UDL on Campus 

The website UDL on Campus, by the organization that adapted Universal Design for an educational context (CAST) is the go-to online resource for applying Universal Design for Learning to postsecondary contexts. 

Screenshot of webpage UDL on Campus
Explore the UDL on Campus website

Culturally Inclusive Instructional Design

This book centers its principles on Universal Design for Learning as part of the design process for online learning courses. Winner of the AECT's 2019 Outstanding Book Award. 

Screenshot of book Culturally Inclusive Instructional Design
Read the ebook through UO Library

Acknowledgements

Appreciation to Sheen Hua, Accessible Technology Manager with AEC, and Kyle Reardon, Research Associate in the College of Education, for being guest experts in workshops about Representation and Action and Expression, respectively.

All videos, slides, text content, and web page design by Laurel Bastian.

All content not in the "Resources" section is openly licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. 

Creative Commons License