Universal Design for Learning

Universal Design for Learning (UDL) is the design of instructional materials and activities that allow learning goals to be achieved by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember (Ivy Access Initiative, Brown University)

The essential qualities of UDL include valuing each learner’s unique perspectives and accommodating individual differences in learners’ backgrounds, interests, abilities, and experiences.

The cardinal rule of UDL is that there is no single method for representing information that will provide equal access for all students; no single method of expression that will provide equal opportunity for all students; no single way to ensure that all students are engaged in learning because any method that works for some students may present barriers to learning for others (ERIC/ OSEP, 1998; as cited by Mino , 2004). Accordingly Universal Instructional Design emphasize flexibility in curriculum and instruction.

This information on this page is excerpted from a report compiled by the Universal Design for Learning subcommittee of the University Access Advisory Committee.

Download the full report [pdf]

• Principles of Universal Design for Learning
• Best Practices in UDL
• Recommendations for Practice at Ryerson
  • Syllabus/Outline
  • Course Delivery
  • Student Resources
  • Assessment
  • Course Web Pages/Blackboard
  • Online Delivery
• Resources

Principles of Universal Design for Learning

There are general principles that guide UDL in and outside of the classroom.  Most of the principles identified at various post-secondary institutions are simply good teaching pedagogy.  Below is a list of principles compiled by Ohio State University:

• Identify the essential course content.
• Clearly express the essential content.
• Integrate natural supports for learning (i.e. using resources already found in the environment such as study buddies).
• Use a variety of instructional methods when presenting material.
• Allow for multiple methods of demonstrating understanding of essential course content.
• Use technology to increase accessibility.
• Invite students to meet/contact the course instructor with any questions/concerns (Fast Facts for Faculty, Ohio State University)

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Best Practices in UDL

Most universities favour three best practices in UDL:

Representation

A variety of methods are used to present course content (e.g. lecture, web, text, audio) (Fast Facts for Faculty, Ohio State University).

Engagement

A variety of teaching methods are used to capture the student’s attention (discussions, reflections, individual projects, etc).

Expression

The instructor allows students to demonstrate their knowledge in a variety of ways and is flexible for students who have barriers in expression (e.g. oral presentations for those with reading disabilities) (Fast Facts for Faculty, Ohio State University).

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