THE FACTS 1) What is Universal Design and Universal Design
for Learning?
The term “universal design” refers to the movement
within architecture and product development to create places
or things that are accessible to as many people as possible,
including those with disabilities.
Universal Design for Learning (UDL) is a framework and set
of principles to provide ALL students equal opportunities
to learn. Using UDL principles in the general education classroom
makes curriculum and instruction accessible and engaging
for all learners. Curriculum barriers are reduced; learning
is supported; students gain knowledge, skills, and enthusiasm
for learning; and their learning is validly assessed.
2) What are the benefits of UDL?
As any educator knows, students come to the classroom with
a variety of needs, skills, talents, interests and diverse
learning styles. For many learners, the typical curriculum
is littered with barriers and roadblocks, while supports
are relatively few.
UDL turns this scenario around and supports curriculum design
that is responsive to today’s diverse classrooms.UDL
improves educational outcomes for ALL students by ensuring
meaningful access to the curriculum and accurate skill and
knowledge assessment. In addition UDL complements existing
school reform initiatives.
3) What are the principles of UDL?
• Provide multiple and flexible methods of presentation
to give students with diverse learning styles various ways
of acquiring information and knowledge.
•
Provide multiple and flexible means of expression to provide
diverse students with alternatives for demonstrating what
they have learned, and
•
Provide multiple and flexible means of engagement to tap
into diverse learners' interests, challenge them appropriately,
and motivate them to learn.
Using these three principles, UDL embeds flexibility into
the components of the curriculum: goals, teaching methods,
instructional materials and assessments.
4) Is UDL consistent with the goals of the No Child Left
Behind Act (NCLB) and the Individuals with Disabilities Education
Act (IDEA)?
Both IDEA and NCLB recognize that all learners must make
progress in the general education curriculum. NCLB holds
schools, districts, and states responsible for demonstrating
student progress. By changing the way the general education
curriculum is designed, UDL helps educators meet the requirements
of these laws. Student performance increases as all students
acquire greater knowledge and demonstrate progress when UDL
is fully embraced and implemented.
5) In what ways does UDL provide access to grade level curriculum?
Increasing physical access and eliminating physical barriers
to educational sites or materials, (e.g., providing accessible
textbooks) is an essential step in universal design but genuine
learning requires much more than physical access—it
requires cognitive (or intellectual) access, too.
For example, providing digital text of a novel with built-in
comprehension supports is one way to apply the principle
of multiple means of presentation to instructional materials.
A student who has difficulty accessing printed text due to
a visual impairment or dyslexia could use the text reader
feature, while a student who needs cognitive access could
use comprehension supports. These supports could include
vocabulary definitions, highlighted abstract literary concepts,
foreign language translations, or animated coaches that assist
with answering comprehension questions For examples see http://udleditions.cast.org.
Using UDL as a framework, general and special educators,
related service providers, and paraprofessionals all ensure
that all students have
meaningful access to grade level curriculum, valid, accurate
assessments and opportunities for meaningful participation.
6) How does UDL fit with school reform initiatives?
UDL is a natural complement to reform initiatives, such
as Response to Intervention. Instructional materials include
digital texts and media resources, encouraging students to
learn and use 21st Century skills. Eliminating time-consuming
adaptations and retro-fitting of materials, UDL allows for
efficient use of time and resources.
7) What is being done to promote the implementation of UDL
?
The National UDL Task Force is comprised of twenty-three
national organizations. These organizations are working together
to promote Universal Design for Learning in the school environment.
Representative groups include both education and disability
organizations. For a complete listing of Task Force members,
visit our website at www.udl4allstudents.org.
The National UDL Task Force works to incorporate the principles
of UDL into federal policy and practice initiatives. For
example, twenty-eight national organizations joined together
to recommend UDL legislative language for the reauthorization
of NCLB.
The Task Force also has recommendations for the Higher Education
Act and will make recommendations for IDEA’s reauthorization.
In addition, the Task Force seeks increased dissemination
of information about UDL by the U.S. Department of Education
and other federal agencies.
8) Where can I find more information?
We welcome your support - come join us in our efforts. Visit
our website at www.udl4allstudents.com or contact Ricki Sabia
at rsabia@ndss.org.
*This material was produced with the assistance of Center
for Applied Special Technology (www.cast.org)
See more Questions and Answers on Universal
Design for Learning.
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