Universal Design for Learning (UDL) is a research-based framework of curricular strategies promoting the inclusion of all learners within educational environments.
UDL's strategic design is purposeful and systematic and applied to the educational process from the onset of instruction; hence, eliminating barriers that exist in most conventional classrooms today and addressing prospective challenges early rather than later. Its curriculum embraces the diverse interests, needs, strengths, and challenges of all students across the entire learning spectrum. In considering the unique needs of all students, including those with exceptional and average abilities as well as those with disabilities, UDL provides accessibility for all learners (National Center on Universal Design for Learning, 2013). UDL is important because of the diverse backgrounds of learners, which include ethnicity, language, sexual orientation, and educational experiences; diverse perceptual learning strengths; and diverse challenges, which include language barriers and physical disabilities (SDDL, 2008).
UDL employs three primary principles – representation, action and expression, and engagement – that provide strategic guidelines for educators. Providing multiple means of representation accounts for a variety of perceptual, language, expressive, and symbolic processing of learners. Representation means also include the facilitation of students transforming previous knowledge into its direct application and unique manipulation in order to contextualize and commit concepts to memory. Providing multiple means of action and expression enables learners to navigate their learning environments and express themselves in unique ways. Language and movement impairments and an array of other barriers are overcome through this curricular allowance. Moreover, assistive tools and technologies help to maximize individuals' opportunities for interaction and expression. Lastly, the provision of engagement in the learning environment offers a variety of ways in which to motivate the learner. Stimulating interest is essential to learning; therefore, advocating for autonomy, self-determination, and self-assessment and facilitating a sense of accomplishment and competency among learners greatly assist students in their continual engagement. Inner rewards obtained through self-regulation and modulating processes further empower individuals and help them to maintain enthusiasm toward learning (CAST, 2011).
Fundamental differences exist between conventional and UDL curricula. Conventional curriculum is constrained by limited options that restrict the number of students who are fully able to access a high quality of education. Print text is its primary tool of teaching, which inherently excludes many other diverse populations of learners with various impairments and hence creates barriers to their learning process. Conversely, UDL curriculum considers the many different needs, abilities, and challenges of diverse learners within a naturally supportive and accessible learning environment. This inclusive strategy is applied at the onset of instruction, which is an effective method of minimizing later obstacles to each individual's optimal academic achievement.
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References
CAST. (2011). UDL guidelines: Version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines
National Center on Universal Design for Learning. (2013). Retrieved from http://www.udlcenter.org
SDDL. (2008). Universal design for learning (UDL) in postsecondary settings. Retrieved from http://www.ist.hawaii.edu/training/design/
Simmonsatshowcase. (2013). [Cartoon of fair selection exam]. Universal design for learning – A partnership model. Retrieved from http://simmonsatshowcase.wikispaces.com/Universal+Design+for+Learning+-+A+Partnership+Model
Universal-Design-4-Learning. (2013). [Graphic representation of three UDL principles]. Three Principles of UDL. Retrieved from http://universal-design-4-learning.wikispaces.com/Three+Principles+of+UDL
CAST. (2011). UDL guidelines: Version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines
National Center on Universal Design for Learning. (2013). Retrieved from http://www.udlcenter.org
SDDL. (2008). Universal design for learning (UDL) in postsecondary settings. Retrieved from http://www.ist.hawaii.edu/training/design/
Simmonsatshowcase. (2013). [Cartoon of fair selection exam]. Universal design for learning – A partnership model. Retrieved from http://simmonsatshowcase.wikispaces.com/Universal+Design+for+Learning+-+A+Partnership+Model
Universal-Design-4-Learning. (2013). [Graphic representation of three UDL principles]. Three Principles of UDL. Retrieved from http://universal-design-4-learning.wikispaces.com/Three+Principles+of+UDL
Related Links
Center on Disability Studies
http://www.cds.hawaii.edu
Center for Applied Special Technology
http://www.cast.org/index.html
National Center on Universal Design for Learning
http:// www.udlcenter.org
Center on Disability Studies
http://www.cds.hawaii.edu
Center for Applied Special Technology
http://www.cast.org/index.html
National Center on Universal Design for Learning
http:// www.udlcenter.org