Universal Design Learning Theories

Universal Design Learning Theories exemplify the idea that all students should be given the opportunity to learn. As suggested in the a paper on Universal Design for Leaning, “instruction can be universally designed when, without after-the-fact adaptation, it provides information that is easily recognized by all students, diminishes unnecessary physical effort for access, or is structured to avoid unnecessary frustration and to be highly engaging and motivational for the student” (pg. 22). The first step in the design process is identifying the barriers which inhibit students from learning. Through differentiated instruction, various technologies, cooperative learning, community-based learning, and by teaching learning strategies, teachers are able to better meet the needs of the students in the class and ensure that they are learning- that is, that they are being challenged and are not solely presented with tasks that they could finish with little effort or thinking. The National Center on Universal Design for Learning suggests that this method requires teachers to provide multiple means of engagement (to develop purposeful, motivated learners), representation (to develop resourceful, knowledgeable learners), and action/expression (to develop strategic, goal-directed learners). There is not a simple blueprint to follow for UDL, as it varies based on the needs of your students. As technology is further developed however, we are finding easier and more effective techniques for incorporating UDL into the classroom. For instance, there are a variety of online programs such as Mathletics that scaffold the curriculum for students and can be adjusted to meet the needs and abilities of the students in a class. From working on concepts that a student may have missed, to challenging students who are more advanced in their studies, these programs can allow teachers to individualize lessons to best suit the learning goals of their students.

As an educator, I feel uncomfortable saying that my classroom follows all of the UDL concepts, as I believe that there is always room for improvement, and that we as teachers must do the best we can to provide an optimal learning environment based on the tools we have and the unique students we meet. While I believe that I have seen classrooms that have taken large steps to be inclusive and to meet the needs of all students, I do not believe that there are many truly UDL classrooms in existence. I have observed classes this year that have incorporated new thinking and educational trends which have really helped to bring are more UDL environment, such as guided math. Through guided math, the teacher is able to divide the students into groups (which may change based on the strand or unit being covered), and the groups are able to cycle through a variety of different stations which are catered to their individual learning needs. For instance, one group may be doing activities through cooperative learning, while another group meets with the teacher. There may be another group using the computer, SMARTBoard or other forms of technology to practice their new skills. This technique allows for the teacher to differentiate their lesson and meet the different needs and abilities of their students, rather than solely lecturing at the front of the classroom.

The National Center on Universal Design for Learning has posted some great resources on how teachers can implement UDL in their classrooms, and ways for offering alternative forms of learning for students of different abilities and exceptionalities. These resources can be found by clicking here.

It is important to understand that integrating UDL in a classroom is a fluid process that is ever-changing, as the needs of your students and available tools may continuously change and improve. The five phases that teachers must pass through while implementing UDL are: exploring, preparing, integrating, scaling and optimizing, according to the National Center on Universal Design for Learning.