University of Georgia

What is Universal Design?

The concept of universal design comes out of considering the needs of people with disabilities in city planning and architecture. The underlying idea is that there are ways of designing spaces and objects that make them maximally accessible and effective for everyone, including those with and without disabilities. A classic example of universal design in everyday life is curb cuts, which are ramps built into the curb of a sidewalk and were originally intended to benefit those who use wheelchairs. However, curb cuts also make sidewalks more accessible for people pushing baby strollers and carts, or those riding bikes, scooters, skateboards, etc.

Image: A person using a wheelchair, a person pushing a stroller, a person riding a bicycle, and a person using a skateboard all benefit from curb cuts on sidewalks that border roads.

Image: A person using a wheelchair, a person pushing a stroller, a person riding a bicycle, and a person using a skateboard all benefit from curb cuts on sidewalks that border roads.

Universal Design for Learning (UDL) and Teaching

The Universal Design for Learning (UDL) model was proposed by Drs. Anne Meyer and David Rose at the Harvard School of Graduate Education in 1984 to address ways that teaching could be most beneficial for students with disabilities (Meyer & Rose, 2014). Over time, the model has become a focus for supporting the success and inclusion of all students served by educational institutions (Fovet, 2020). Just as curb cuts better meet the needs of all citizens, courses designed using the UDL model better meet the learning needs of all students, including those with different abilities and learning preferences, identities, and educational goals. David Rose describes the aims of the UDL as ‘tight goals, flexible means’ (Bacon, 2014), reflecting the fact that the model does not compromise on the rigor of learning goals or outcomes, but rather it varies the delivery of what is taught and students’ ability to demonstrate what is learned.

Resources for UDL & Teaching

  • Center for Applied Specialized Technology (CAST): a cache of resources related to UDL, its application, and the empirical work supporting its value for student learning. Developed and maintained by Rose & Meyer.
  • A UDL Course Inventory (PDF): a checklist to help you identify specific teaching strategies associated with increasing student success through the application of UDL.

What is the Universal Design for Learning (UDL) Model?

The UDL is organized into three broad instructional guidelines. Specifically, the model urges instructors to use multiple means of: 1) engagement, 2) representation, and 3) action & expression with respect to course content and design. A summary description of each of the three guidelines is below, and the full model can be found on the CAST website.

Multiple Means of Engagement

Due to the human necessity to filter excessive amounts of stimulation and information that are received through the five senses, the human brain attends most closely to that which is perceived as relevant (Renninger, Hidi, Krapp, & Reddinger, 1992). Consequently, this aspect of the UDL asserts that better learning occurs when students are able to connect the content to their own lived experience and to the world outside of the classroom (Brown, Collins, & Duguid, 1989). Instructors should intentionally incorporate content and assignments that reflect the heterogeneity of students in their classrooms and contributors to their field.

Additionally, because students come to our classes differently prepared for success and with different levels of intrinsic motivation, it is important to create a pedagogical structure that clearly communicates expectations, makes students accountable for the completion of learning activities and instructor expectations, and builds confidence in students’ own abilities to learn. Within a structured learning environment that is purposely driven by ‘tight goals’, the UDL asserts that, where possible, providing students with flexibility in the form of defined choices in how they interact with content nurtures a sense of autonomy and allows them to tailor content to their own needs and interests, thereby making it more relevant and easily retained (e.g., Baker, & Boodboy, 2019).

Teaching Strategies for Multiple Means of Engagement
  • Use multi-modal teaching techniques that extend beyond lecture (e.g., large/small group discussion, think-pair-share, role-playing, case studies, games, exercises, guest speakers, panels, movies, videos, podcasts, webinars, project- or problem-based learning, etc.).
  • Structure class sessions in a way that facilitates and compels all students to engage in communication and participation during the class period.
  • Clarify the real-world significance of course content.
  • Share your enthusiasm for the course materials with students and justify your excitement.
  • Challenge students with assignments that are meaningful to them and speak to the interests of the variety of students in the classroom.
  • Use strategies to create a sense of belonging and community (PDF) among students.
  • Provide prompt and instructive feedback on assignments.
  • Supplement lecture and reading assignments with visual aids (e.g., photographs, videos, diagrams, interactive simulations).
  • Make yourself available to students during office hours in flexible formats (e.g. face-to-face, email, online chat, telephone) and make sure they know how to contact you.
  • Encourage students to develop peer learning communities, study groups, and resource exchange using technology.
  • Make sure that your course includes multiple perspectives.
  • Provide ample quiet time for students to individually reflect before group activities if necessary.
  • Engage students as fellow learners and intentionally demonstrate that you value their ideas.
  • Be transparent about why you are having students engage in learning activities and justify assignments in terms of student learning outcomes.
  • Be explicit and detailed in communicating expectations of students in all aspects of course performance and how they will be assessed.
  • Use rubrics and other assessment tools for assignments that students see before completing them.
  • Use rubrics as a teaching opportunity and spend time explaining assessment criteria and the rationale for using them to students.

(See our UDL Inventory (PDF) for these and more teaching strategies.)

Multiple Means of Representation

Research affirms that retention and processing of information is greater when it is presented in multiple formats. People also have different learning preferences (Barton & Ryan, 2014; Moreno & Mayer, 2007). While some students may prefer to listen to a talk or lecture, others may prefer to read content or watch a video. The more multi-faceted we can make our content delivery, the greater the chance that it will be retained by all students.

For example, I may verbally describe an aspect of course content that I wish the students to understand during class or provide a video of a speaker with a slideshow that they may watch multiple times outside of class. If I couple this verbal and visual presentation with a computer animation and also have them collaboratively use active learning strategies to apply the content (and hopefully see the real-world relevance of it) during class meeting time, the process has been presented and reinforced in a myriad of ways—at least some of which are likely to resonate with all the students in the class. Through the use of multiple means of instruction, students who prefer the traditional content delivery method of a lecture will still be able to access information through this medium; however, the reinforcement of content through other formats also benefits them and is likely to result in a more meaningful and lasting learning experience (Moreno & Mayer, 2001; Sankey & Gardiner, 2010). Teaching technologies such as Perusall and TopHat can also create options for instructors to vary the ways they engage students during and outside of class.

Another aspect of this UDL guideline is the importance of educators scaffolding information and thinking carefully about their assumptions about students’ familiarity of foundational information (e.g., signs, symbols, vocabulary, subject jargon, etc.). It also encourages instructors to be thoughtful about individual differences in the perception of information being presented (e.g., font and color choice for slides, use of captions for lectures and videos, etc.) (CAST, 2018a)

Teaching Strategies Multiple Means of Representation
  • Clearly describe the content and your expectations of students in the course syllabus.
  • Present information in multiple formats (g., lecture, text, graphics, audio, video, activities).
  • Begin each class session with an outline of what will be covered.
  • Summarize key points throughout the class session and tie these points to the larger course objectives.
  • Employ technologies (e.g., Perusall, Top Hat, etc.) that enhance learning.
  • Ensure students can access and download course materials in multiple formats.
  • Maximize eLC tools effectively to enhance learning (e.g., discussions, quizzes, links, conditional release of information/assignments).
  • Incorporate the work of scholars that represent multiple perspectives to present a broad representation of the discipline, within your course content.

(See our UDL Inventory (PDF) for these and more teaching strategies.)

Multiple Means of Action and Expression

Biological, contextual, and experiential differences among students lead them to develop different preferences and strengths in terms of showing what they have learned (Hakim, 2022). Whereas some students excel in the traditional educational assessment methods of taking exams and writing formal term papers, others may demonstrate greater comfort levels and competence in using oral methods such as a speech or video to demonstrate content mastery. Still others may be able to symbolically represent what they have learned through a creative representation. All of these assessment methods are valuable in today’s world and modern workplace, and they can be thoughtfully used to allow students to showcase mastery of ‘tight’, well-defined learning goals. Different assessment strategies are more appropriate for certain learning objectives, but this UDL guideline emphasizes the importance of capitalizing on a variety of possible student communication strengths, as acknowledging their inherent value builds a mastery orientation with respect to learning and a sense of belongingness (CAST, 2018b). It also broadens the breadth of skills and competencies that all students can take with them out into the workplace.

Inherent in this guideline is also the need for instructors to ensure that they have created a structure that guides, supports, and enhances students’ ability to build on their knowledge and be successful throughout the course. The utilization of clear and frequent communication is a necessity, and it can be enhanced through technological tools such as intelligent agents in eLC. Teaching technologies mentioned above (e.g., Perusall and TopHat) can also provide avenues for low-stakes assessments of student content mastery while increasing student-instructor communication.

Teaching Strategies to Incorporate Multiple Means of Action & Expression
  • Encourage students to demonstrate knowledge and skills in ways other than traditional tests, exams, or formal writing (e.g., projects, portfolios, journals, visual or artistic representations).
  • Craft assessments to measure students’ achievement of the learning objectives, as they are stated on the syllabus.
  • Provide students with opportunities to develop confidence in the content being covered (e.g., through allowing them time to work through problems, reflect on them, or collaborate with peers) before they are asked to share their responses publicly.
  • Offer students options/choices throughout the semester, for assignments to demonstrate their learning (e.g., choice on papers, presentations (live or recorded), PowerPoints, team assignments, poster sessions, role playing, websites, games, exercises, case studies, online discussions, individual and group projects, etc.).
  • Provide opportunities for students to learn from each other.
  • Use strategies to facilitate group participation and communication outside the classroom (e.g. discussion forums).
  • Offer your students the ability to submit assignments in a variety of ways (e.g., electronically or in hard copy).

(See our UDL Inventory (PDF) for these and more teaching strategies.)

References

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This resource is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free to adapt and use for non-commercial purposes, provided attribution is given to Dr. Melissa Landers-Potts for original creation of the work, and providing any resulting work is also shared under this license.