Universal Design for Learning

Students do not all learn in the same way due to individual differences in background, learning style, abilities and strengths, disabilities and weaknesses, preferences, and so on. Therefore, they will not all learn the same information if it is taught or presented in the same way to all students. The premise of Universal Design for Learning is that a curriculum should include alternatives so that it can be accessible to individuals with a full range of abilities and needs. These alternatives should be present within all phases of teaching and learning, from the development of curriculum goals to lesson planning to the assessment of the resulting student work. Technology has a role to play in creating accessible environments where all students can participate fully in learning.

Principle 1: To support recognition learning by providing multiple, flexible methods of presentation. Recognition is what allows us to identify and understand information, ideas, and concepts by sensing and assigning meaning to the patterns we perceive.

Principle 2: To support strategic learning by providing multiple, flexible methods of expression and apprenticeship. Strategies allow us to generate and oversee mental and motor patterns so that we can plan, execute, and monitor our actions and skills.

Principle 3: To support affective learning by providing multiple, flexible options for engagement. Affect deals with emotions. It motivates us to engage in tasks and learning, and with the world around us.

For more information on UDL, visit CAST’s web site at: http://www.cast.org/udl/ (Link opens in new window.)

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