Universal Design for Learning
Universal Design for Learning (UDL) is a framework rooted in cognitive science principles that emphasise flexibility in presenting and assessing knowledge.
It focuses on adapting the learning environment to accommodate the diverse needs and preferences of all students. UDL underscores the importance of providing multiple means of instruction to ensure that students can access, engage with the material, and express their knowledge on their own terms. This approach helps design interactions with learners so that they do not need to seek special accommodations, regardless of barriers such as time constraints, connectivity issues, or disabilities.1
The Universal Design for Learning Guidelines2 are:
Provide multiple means of engagement (the Why of learning)
Affect is a key factor in learning, and students vary greatly in how they are engaged and motivated. For instance, some thrive on spontaneity and novelty, while others prefer routine. Similarly, some students work better alone, while others prefer group activities. Since there is no single method that works for everyone, offering multiple engagement options is crucial. Instructors should provide various ways for:
• Recruiting learners’ interest
• Learners to sustain their efforts
• Learners to self-regulate
Provide multiple means of representation (the What of learning)
Students vary in how they perceive and understand information. For instance, those with sensory disabilities, learning differences, or language and cultural variations may need different methods to access content. Some learners might process visual or auditory information more effectively than printed text. Using multiple forms of representation helps students connect and grasp concepts better. Therefore, providing various options for representation is essential. Instructors should offer options for:
- Different modalities of perception
- Diverse languages and symbols
- Comprehension through well-designed, scaffolded information
Provide multiple means of action and expression (the How of learning)
Students vary in how they navigate learning environments and express their knowledge. Those with movement impairments, executive function challenges, or language barriers may approach tasks differently. Some might excel in written expression but struggle with speech, or vice versa. Given these differences, it’s crucial to offer multiple ways for students to act and express themselves. Instructors should provide options for:
• Interacting with tools and environments that make learning physically accessible
• Learners to express themselves and communicate
• Building learners’ executive functions through scaffolding
Getting started
The Plus One approach: providing multiple means of engagement.
Five tips for UDL
Five tips to incorporate UDL into your teaching.
Frequently asked questions
Answering questions and identifying misconceptions.
See also
Getting started with UDL (PDF)
Download the poster for a summary of UDL and the Plus One approach.
CAST UDL guidelines
Explore the guidelines on the CAST website.
Page updated 19/08/2024 (added guideline info)
- Tobin, Thomas J., & Kirsten T. Behling. (2018) Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education. West Virginia University Press. ↩
- CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org ↩