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Universal Design for Learning

Brooke Lawrence

Seton Hill University

SED 729

Dr. Tamburrino

October 5, 2020
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Abstract

The Universal Design for Learning (UDL) has set guidelines that educators can follow to not

only meet the needs of all learners, but help all learners exceed their potential in learning. The

three areas of focus are in engagement, representation and expression. This paper provides an

overview of each guideline and describes specific ways that each guideline can be implemented

in the classroom, virtual or face-to-face.

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To keep up with the everchanging, quick pace of the world we live in, education took a

hard look at what could be done to help all students succeed. Authors of Universal Design for

Learning: Guidelines for Accessible Online Instruction say it best by stating, “one-size-fits-all

education does not work” (Rogers-Shaw, Carr-Chellman & Choi, 2018). Pedagogy, delivery and

accessibility had to be improved in order for all different types of students to succeed in the

classroom. The main focus groups are on students with disabilities, language barriers and low

socioeconomic status (2018). UDL changes learning so that students not only understand what

they are learning, but why they are learning it. Diversity is embraced and built upon in the values

of UDL. The three main aspects or guidelines are providing multiple means of engagement,

providing multiple means of representation and providing multiple means of action and

expression.

Finnegan and Dieker, authors of, Universal design for learning-representation and

science content: a pathway to expanding knowledge, understanding and written explanations,

highlight the high level of effort that goes into providing multiple means of engagement by

saying, “creating engaging learning environments and opportunities can be challenging in most

classrooms, but when attempting to meet the needs and interests of a classroom filled with

diverse learners, inclusive of students with differences in language, race, culture, ability, familial

social economic status, it can be compounded” (Finnegan & Dieker, 2019). Despite the

challenge, it is still possible and students reach success every day. By providing students with a

sense of value and choice, creating a community, getting clear and attainable goals and

objectives, and by guiding students in reflection, they become more engaged and feel compelled

to further their learning.

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The next guideline specifies that adaptations or enhancements should occur when

visually representing information to students. Alicia Mrachka, from the article “Using the

Universal Design for Learning Framework to Plan for All Students in the Classroom:

Representation and Visual Support”, gives many examples of ways to differentiate representation

for students in a way that will benefit them. These include providing additions to regular written

text, giving vocal directions, providing pictorial or graphic explanations and following a visual

schedule (Mrachka, 2020). This way, students have many ways to see what is expected of them

during class.

Lastly, educators following UDL should provide multiple means of action and

expression. Communication is critical when teaching any level course with any age students.

Ensuring that students can participate in different ways is helpful for adequate assessment.

Technology plays a huge role with this guideline in that it provides many ways to support,

facilitate, communicate and organize an efficient classroom, with each child in mind.
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References

Finnegan, L. A., & Dieker, L. A. (2019). Universal design for learning-representation and

science content: a pathway to expanding knowledge, understanding, and written

explanations. Science Activites, 56(1), 11-18.

Mrachka, A. (2020). Using the Universal Design for Learning Framework to Plan for All

Students in the Classroom: Representation and Visual Support. Elementary STEM

Journal, 25(1), 22-24.

Rogers-Shaw, C., Carr-Chellman, D. J., & Choi, J. (2018). Universal Design for Learning:

Guidelines for Accessible Online Instruction. Adult Learning, 29(1), 20-31.