Universal Design for Learning

Thesis Statement

Universal Design for Learning (UDL) is a framework that can be used to design curricula that are inclusive and caters to the needs of a wide range of diverse learners who vary in ages, ability and, social status. The 21st century learner is one that is strategic, knowledgeable and motivated to learn, as such instruction must foster these characteristics. The UDL framework, along with technology tools can be used to create environments that are flexible and adaptable to meet the needs of these diverse learners.

Key words: Universal Design for Learning, Inclusive Classroom, Accessible Curriculum, Curriculum design, Education reform, Expert Learners

Introduction

Universal Design for Learning (UDL) is a framework that has been developed based on the concept of Universal Design in the field of architecture. The main purpose of Universal Design for Learning is to eliminate barriers that typically hinder a learner's potential to learn (Delaware State Dept. of Education, 2004). Technological advances have made it possible to create flexible learning environments that are able to adapt to the needs of diverse learners. However, incorporating technology into what Meyer and Rose (2005) refer to as the 'general or inflexible' curriculum is extremely challenging. To ensure all learners are provided with an equal opportunity to learn, a change within the educational system is necessary (Meyer & Rose, 2005). Using the UDL framework, educators are able to build curricula, instruction and assessment from the ground up that takes full advantage of the power and flexibility of digital tools that helps to reduce barriers to learning and provides multiple options for a broad spectrum of learners.

This paper briefly describes the Universal Design (UD) framework used within the field of architecture and how the ideas of the framework have been ported over to be included within the field of education. The paper will go on to provide a definition of universal design for learning (UDL), and describe the principles on which it is based. Emphasis will be placed on developing an inclusive curriculum using UDL principles and discuss how technology plays a role in supporting UDL curricula. The paper will conclude with a discussion of the benefits that can be achieved through the implementation of a UDL framework.

Research Questions

Many learners struggle to succeed in a one-size-fits-all regular education curriculum (Meo, 2008). Meyer and Rose (2000) make the point that each learner is unique, with varied abilities and qualities, and that the typical classroom represents a vast range of learner difference. In an attempt to address the diversity of all learners and create a flexible curriculum that supports access, participation, and progress for all learners, change to the 'general' curriculum is necessary. Research within the field of education has shown that UDL can be used as a framework to bring about this change. The Center for Accessing Special Technologies (CAST) has developed three basic principles on which UDL is based. These principles provide curriculum developers, or anyone who designs lessons or units, to reduce the barriers that are present within an inflexible curriculum. Technology has played a major role in enabling the use of the UDL principles in terms of providing varied pathways for representation, expression, and engagement. The discussion that follows provides a brief overview of the UDL framework and its principles, the role technology plays in supporting a UDL implantation, and the benefits of implementing a UDL framework.

Discussion

Universal Design

Universal Design (UD) is a framework commonly used in architecture. Developed by Ronald L. Mace, UD is used to describe the concept of designing all products and the built environment to be aesthetic and usable to the greatest extent possible by everyone, regardless of their age, ability, or status in life. (Ronald L. Mace, n.d.). Architects use the UD framework to create buildings that cater to the needs of a diverse range of individuals. Environments that are designed using the UD framework are typically engineered for flexibility and are designed to anticipate the need for alternatives, options and adaptations to meet the challenge of diversity (Rose & Gravel, 2010). Designing environments in this way is a more cost effective and equitable option, rather than retrofitting later to accommodate the needs of diverse individuals.

Universal Design is not only specific to architecture; Rose & Gravel (2010) provide television captioning as an example of universal design in action:

When captioning became available, it was an expensive add-on purchase intended for people with hearing impairments. Building captioning into every television, rather than retrofitting it later, turned out to be better, and more universal, design. It now benefits not only those with hearing impairments, but also exercisers in health clubs, travelers in airports, and individuals working on their language skills. (p. 2)

Universal Design for Learning

Universal Design for Learning (UDL), is a relatively new concept in the field of education that draws from the architectural principle as a strategy to eliminate barriers that may hinder learners' potential to learn. The term "universal design for learning" was coined by the Center for Accessing Special Technologies (CAST) and includes the concepts of Universally Designed Instruction (UDI), Universally Designed Curriculum (UDC), and Universal Design in Assessment (UDA). These concepts deal with the notion that from inception, education should be developed with the idea of providing access to a diverse range of learners (Delaware State Dept. of Education, 2004). Rose and Gravel (2010) do not subscribe to the idea that UDL was derived from the principles for architecture, but rather through research and practice from multiple domains within the learning sciences - education, developmental psychology, cognitive science, and cognitive neuroscience. However, they do agree that UDL can be used as a framework ensures that the means for learning, and their results, are equally accessible to all learners. Hitchcock, Meyer, Rose and Jackson (2002) describe UDL as a framework for curriculum reform that takes advantage of new media and new technologies for learning.

UDL Principles

The UDL framework is based on three overarching operative principles: 1) providing multiple means of representation; 2) providing multiple means of action and expression; and 3) providing