Navigate through our various options.
Relevant Articles concerning our development

Universal Design for Learning

modified from CAST.org

Universal Design for Learning (UDL) is a new approach to teaching, learning and the development of curriculum and assessment that draws on current brain research and new media technologies to respond to individual learner differences.

UDL curricula, teaching practices, and policies are inherently flexible and therefore may reduce the demand for individual accommodations, and increase the availability of a multitude of available resources for all students.

As a new paradigm for teaching, learning, assessment and curriculum development, Universal Design for Learning draws upon and extends principles of universal design as used in architecture and product design.

Architects practicing universal design create structures that accommodate the widest possible spectrum of users. In universally designed environments adaptability is subtle and integrated into the design. Designing for the divergent needs of special populations increases usability for everyone. For example, curb cuts were originally designed to help those in wheel chairs negotiate curbs. However, since their implementation, curb cuts ease travel for those pushing carriages, riding skateboards, pulling suitcases, or simply walking.

Principles of Universal Design in Architecture

Copyright 1997 NC State University, The Center for Universal Design
(Note: all guidelines may not be relevant to all designs.)

The principles of universal design as it is used in architecture can be applied to teaching, learning, assessment and curriculum development to varying degrees. These seven principles may not be relevant to every design change that an institution or faculty member plans for.

  1. Equitable Use: Provide the same means of use for all users.
  2. Flexibility in Use: The design accommodates a wide range of individual preferences and abilities.
  3. Simple and Intuitive Use: Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.
  4. Perceptible Information: The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.
  5. Tolerance for Error: The design minimizes hazards and the adverse consequences of accidental or unintended actions.
  6. Low Physical Effort: The design can be used efficiently and comfortably and with a minimum of fatigue.
  7. Size and Space for Approach and Use: Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.

These principles of Universal Design can also be applied to education. Universal Design for Learning (UDL), developed by the Center for Applied Special Technology (CAST), brings equity, flexibility, simplicity and tolerance to the learning process for all students. The seven principles of Universal Design are reorganized into three principles of Universal Design for Learning which apply to all educational settings. They are:

Principles of Universal Design for Learning:

  • Represent information in multiple formats and media
  • Provide multiple pathways for students to demonstrate knowledge of material
  • Provide multiple ways to engage students' interest and motivation

Shifting Assumptions About Teaching and Learning in Four Fundamental Ways:

Through the use of these seven principles, UDL has shifted old assumptions about teaching and learning responsibilities and methods in 4 essential ways.

  1. Students with disabilities fall along a continuum of learner differences rather than constituting a separate category.
  2. Faculty adjustments for learner differences should occur for all students, not just those with disabilities.
  3. Curriculum materials should be varied and diverse including digital and online resources, rather than centering on a single textbook.
  4. Instead of remediating students so that they can learn from a set curriculum, curriculum should be made flexible to accommodate learner differences.

Universal Design for Learning Additional Resources

  • Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
  • Bowe, F. (2000). Universal design in education. Westport, CT: Bergin & Garvey.
  • Bowman, S. (2001). How to give it so they get it: A flight plan for teaching anyone anything and making it stick. Glenbrook, NV: Bowperson Publishing.
  • Cole, R.W. (1995). Educating everybody's children: Diverse teaching strategies for diverse learners. Alexandria, VA: Association for Supervision and Curriculum Development.
  • FacultyWare Web Site. This site is the product of the Universal Design for Instruction project at the University of Connecticut, and provides a broad range of information and tools to enhance the design and delivery of instruction for diverse college students.
  • Gregory, G.H. & Chapman, C (2002). Differentiated instructional strategies: One size doesn't fit all. Thousand Oaks, CA: Corwin Press, Inc.
  • Higbee, J.L. (ed.) (2003). Curriculum transformation and disability: Implementing universal design in higher education. Retrieved August 5, 2003, from http://www.gen.umn.edu/research/crdeul/books.htm
  • Jorgensen, C. (1998). Restructuring High Schools for All Students: Taking Inclusion to the Next Level. Baltimore, MD: Paul . Brooks Publishing Co.
  • Lazarro, J. (2001). Adaptive technologies for learning and work environments (ch. 7, 9). Chicago, IL: American Library Association.
  • The Ohio State University (n.d.). Universal design for learning: Elements of good teaching. Retrieved August 5, 2003.
  • Roeher Institute (1996). Building bridges: Inclusive post-secondary education for people with intellectual disabilities. Author: North York, Ontario, Canada.
  • Rose, D. & Meyer, A. (with Stangman, N. & Rappolt, G.) (2002). Teaching every student in the digital age. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved August 5, 2003, from http://www.cast.org/teachingeverystudent/ideas/tes/
  • Springfield Technical College (n.d.). Universal design for access into science, technology, engineering and math. Retrieved August 5, 2003 from http://depts.stcc.edu/ud/
  • Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms (ch. 3-4) (2nded.) Alexandria, VA: Association for Supervision and Curriculum Development.
  • UIC Council for Excellence in Teaching and Learning (1998). Excellence in teaching and learning: The interface with technology. Chicago, IL: University of Illinois, Chicago. Retrieved August 5, 2003

Find out What's New at Equity and Excellence Get descriptions of all our Products For relevant Articles concerning our development, click here Learn more about Contacting Equity and Excellence For more information about the Equity and Excellence Staff, click here Look Back on the history of Equity and Excellence Welcome to Equity and Excellence! Find our more here. Return to the Equity and Excellence Home Page