As a generic concept, universal design refers to the creation and design of products and environments such that they can be used without being modified. Curb cuts are an example of universal design: they are expensive to add after the fact but cost virtually nothing if designed in from the start, and they offer many benefits (easier wheelchair and stroller access to sidewalks, less joint stress for joggers).
When applied to education, the concept is known as Universal Design for Learning (UDL). Differentiated materials, methods, and assessment alternatives are considered and created in advance with the full range of students' differences in mind. The school makes audio and other alternatives to reading materials available that are of high interest and multiple levels of difficulty. Teachers take advantage of natural peer supports and instructional technologies that reflect best educational practices. They routinely use partner learning, cooperative group learning, integrated thematic units and lessons, and hands-on learning experiences. They bring the community to the classroom and the classroom to the community by incorporating service learning and technology into lessons. They use authentic assessment methods such as curriculum-based assessment, artifact collections and portfolios, individual learning contracts, and demonstrations. Meyer, Rose, and colleagues at the Center for Applied Special Technology first identified the three main goals of UDL (Meyer, Rose, & Gordon, 2014): to provide students with multiple means of representation, multiple means of engagement, and multiple means of expression (National Center for Universal Design for Learning, n.d.).
As the table below shows, initiating UDL requires educators to first gather facts about students and then consider the access points of content, product, and process, which directly reflect the three main UDL goals. Specifically, content requires multiple representations of lesson material, process requires engaging students in multiple ways, and product requires allowing students multiple methods of expressing their learning.
The Four UDL Design Points
There are four primary design points of the UDL approach.
Applying the Four Elements of UDL to Lesson Design-table
Design Point #1: Gathering Facts about Student Learners | "What are each student's social and academic abilities, strengths, learning preferences, interests, cultural background and language(s)? What form of communication (e.g., primary language, assistive technology, Braille) does each student use to access information?" |
|---|---|
| Design Point #2: Content Differentiation Considerations | "What are state curriculum and career readiness standards? What are curriculum recommendations from professional organizations? In addition to academic goals, what are language, social, and affective goals? How will we differentiate level of knowledge or proficiency? In what sequence will concepts/content be taught? What multilevel, multisensory, and multicultural materials will best convey concepts and content? How will technology (e.g., text-to-speech software) provide access?" |
| Design Point #3: Product Differentiation Considerations | "What are the product options and how will they be assessed? What multilevel assessments and criteria will be used? Which authentic products will be created and how will they be evaluated (e.g., rubrics)? Curriculum-based assessment Collage rap/song Mnemonics blog Choral-responding play Podcast collage Photo-essay model Simulation role-play Oral presentation dance Oral history probes Commercial editorial Written presentation (PowerPoint or Prezi) Teaching others Interview analysis summary Portfolio of work" |
| Design Point #4: Process Differentiation Considerations | "Instructional Formats Integrated cross-curricular thematic Inquiry-based learning Web-based, online learning Hands-on, activity-based learning Self-directed study Group investigation Socratic dialogue Learning centers and stations Simulation and role-play Service learning, community projects Instructional Arrangements Whole group Cooperative learning structures Partner learning and peer tutoring Teacher-directed small groups Independent work One-on-one tutorial (only as needed) Instructional Strategies Research-based strategies Taxonomies (Bloom's) Multiple intelligences theory Integrating the arts Social Climate and Physical Environment Social norms, teaching social skills Room arrangement for collaboration Use of spaces outside of classroom Positive behavior supports Coteaching Approaches Supportive Parallel Complementary Team" |
The ultimate goal of education is access to and success in the general education curriculum for every student. UDL provides a framework for considering how to create flexible pathways to learning based on these four design points.
