Universal Design for Learning (UDL)

As discussed in the previous lesson, each learner is unique and has an individual learning style. In order to address the needs of all learners in the educational environment, the teaching methods have to be as inclusive as possible. The first step is to identify the learning style of your trainees and having that in mind, it is recommended to apply the method titled Universal Design for Learning, also known as UDL.

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Lesson 1: What is UDL and what are its principles

Universal Design for Learning (UDL) can be defined as an approach to education that takes diversity and the goal of inclusion into account. The introduction of flexibility in the approach to teaching by using instructional materials, techniques, and strategies that respond to the needs of the learners can also empower the teachers/trainers. The approach is designed in a way that gives all students/trainees an opportunity to utilize their strengths and really show their abilities. As stated by Rose& Gravel (2010), the use of UDL from the start can “reduce the need for costly, time-consuming, and after-the-fact changes and adaptations”.
The framework for UDL is not about providing a “one-fits-all approach” but exactly the opposite, thus benefiting all learners and removing barriers.
Universal Design for Learning is based on three main principles namely the WHY of learning, the WHAT of learning and the HOW. In order to have a better understanding of these, we will dive a little deeper into CAST’s (2018a& b) framework.

• The WHY of learning
  This principle refers to the reason behind learning something and how learners can be engaged. The different preferences here matter a lot - whether the learners are more accustomed to structure, or would rather stray towards innovation and dynamics, can really affect whether they want to even begin the process. So, providing different means for engagement is the first important step.

• The WHAT of learning
  As discussed in the previous Lesson, learners understand and retain information in different ways. Their specific learning style can greatly affect the learning outcomes. In addition to that, trainees may have learning difficulties, disabilities, may face language barriers, etc. It is important to note that there is no single optimal way of presenting certain content, as once again there does not exist a one-fits-all approach. Rather, by providing multiple means of representation of the content will capture a larger audience.

• The HOW of learning
  This principle corresponds to the need for different means for expression. Namely, it covers how trainees or learners show the results of a task, assignment and/or what they have actually retained from the content presented. As an example, one learner may not be comfortable doing a public presentation or speech (whether it is nerves, speech impediments or something else), hence they should be given the opportunity to showcase what they have learned in a different way, that can give them an opportunity whilst removing a barrier.

It is important to note that, adaptations and the introduction of new means based on the needs in a specific learning environment are not only possible, but recommendable. Teachers and trainers should adjust their approach and when needed incorporate and utilize different strategies based on the context and needs of the learners.

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Lesson 2: The Guidelines

The principles of UDL are supported by the guidelines for implementation. CAST has provided the aforementioned as a set of suggestions that can be applied to “any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.” By employing UDL guidelines, “teachers/trainers minimize the learning barriers already when planning their lessons in order to put trainees in the best condition to achieve the established learning goals.”

• When considering engagement, or the WHY of learning, UDL suggests the following:
  • - provide options for recruiting interest
  • - provide options for sustaining efforts and persistence
  • - provide options for self-regulation
  • With the end goal of the learners to become purposeful and motivated.
    
    
• When considering representation, or the WHAT of learning, UDL proposes to:
  • - provide options for perception
  • - provide options for language and symbols
  • - provide options for comprehension

With the goal being that learners become resourceful and knowledgeable.

• When considering action and expression, or the HOW of learning, UDL proposes to:
  • - provide options for physical action
  • - provide options for expression and communication
  • - provide options for executive functions

With the goal being that learners are strategic and goal-directed.
The full visual representation of the guidelines, developed and published by CAST can be seen below:

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Lesson 3: Principles and guidelines in action

UDL can be applied to any learning environment or context. There are no limitations in terms of the type of content that it can be used on. There are numerous suggestions for “UDL manipulations” of topics, subjects or entire curricula that are publicly available. Some suggestions would be the following:

• Multiple ways of representing the information: using videos, summaries, use of prompts, images, charts or teaching through building models or conducting hands-on experiment, provide information prior in writing.
• Multiple ways of action and expression: writing, drawing, videos, debate, speech presentation, theatre play, etc.

What can be extremely beneficial is in fact the use of a number of approaches, a.k.a. mixing operational models for each principle based on the specific learning goals and, of course, needs.
Most educators may already be using this approach in their practice, however making conscious choices based on your target group will definitely improve the outcomes.
As a support to UDL implementation, researchers in Cognitive psychology have identified six strategies for effective learning, as published by Weinstein and Sumeracki in the learning Scientists Project. These six strategies are:

• ELABORATION - more detailed presentation, creating links between different information segments
• RETRIEVAL PRACTICE – recalling previously attained knowledge, making the effort of bringing the ideas and content learnt to mind, evoking specific information and details, and checking accuracy afterwards. 
• SPACED PRACTICE - working on a task over a long-period of time, whilst having gaps or other tasks in between
• CONCRETE EXAMPLES - the use of specific examples that directly relate to the content, especially if it is more complex
• DUAL CODING - combining a minimum of two methods of information presentation
• INTERLEAVING - similar to retrieval, this refers to the presenting and idea, then switching to a different topic, and then coming back to the original one, whilst building links

The use of these strategies can be considered a support to, if not a crucial part of a successful implementation of UDL.