UDL Engagement

Michael Grant

Seton Hill University

SED 729 Diversity, Accessibility, and Inclusive Teaching

Dr. Melissa Tamburrino

October 4, 2021
 UDL Engagement

Universal Design for Learning (UDL) is a framework for designing instruction to address a

wide range of learner variation in today’s inclusive classrooms. This framework can be applied

in an effective way to have engagement in digital and media literacy for all, broaden access and

have a better understand of a subject (, C. L., & Spooner, C. L. 2013). There are many ways that

UDL can work. One big key issue of what the UDL does is that it transforms the regular

classroom setting into a diverse way of accessible learning opportunities that embrace

student’s different needs and wants to the class. There are three different types of principle

guidelines that break down into multiple check points that help educators and students achieve

their goals within the classroom.

Multiple means of representation are the one of the three parts of the UDL framework.

Students in the classroom may have a hard time processing written words. This could be from a

variety of reasons such as English maybe the students second language or the student or

learner may have a learning disability. Research demonstrates the strategic use of visual

images, in addition to text, can enhance learning of concepts. (Meyer et al,. 2014) A few ways

that teachers can lower the barriers with a student with needs like this can, offer a range of

media to enhance learning such as diagrams, videos. Secondly the educator can make content

accessible by posting notes on Canvas. This will allow for the students to see what they are

learning that may not be able to process words or communicate with the teacher or other

students.
 The second part of the (UDL) framework is multiple means of expression and action.

This piece of the (UDL) framework is for students that may have significant movement

impairments and have a hard time with organizational abilities. There are various ways to teach

students with these disabilities. One is to provide options for the student’s response, where

students could respond in prose, via recording, or through illustration allowed students to

contribute their ideas in more efficient ways (Goldowsky & Coyne, 2016) Secondly you can use

technologies to ensure students accurately express and understand the learning. This will allow

students to interact with the teacher and other students threw different forms of

communication. This method can also provide a great learning experience and have the

students with disabilities learn the same material as regular students without needs.

The last part of the (UDL) framework is multiple means of engagement. This last form of

representation is so that student’s interest in the classroom and motivation are maintained

while learning. The ability for control and autonomy are important for workplace engagement

(Pink, 2011). A few ways that the instructor can do this in the classroom is by creating safe,

welcoming learning environments. A teacher can also integrate videos, podcast as options for

students to learn in the classroom.

By Having the (UDL) framework in place it allows the teachers to set up the student’s

abilities and their preferences of learning to align with their goals. This can increase the

accessibility for all students with learning disabilities to just your regular average student. When

the teacher can provide support to students it increases not just the individuals learning, but

also increases the whole classrooms learning experience. The (UDL) framework is a tool that is

they’re for the teachers use. If implemented correctly in the classroom then all students should
have the equal success. Every student learns a different way; however it is up to the teacher to

find how that student can learn easiest and reach that student’s needs.
 References

Meyer, A., Rose, D. H., & Gordon, D. T. (2014). Universal design for learning: Theory and
practice

Goldowsky, B. N. & Coyne, M. (2016, April). Supporting engagement and comprehension online through
multiple means of expression. In H. Tokagi (Chair), Accessible Multimedia. Symposium conducted at the
meeting of the Web for All Conference, Montreal, Canada. Retrieved from
https://dl.acm.org/citation.cfm?doid=2899475.2899488

Pink, D. (2011). Drive: The Surprising Truth About What Motivates Us, New York, NY: Riverhead Books.

Davies, P. L., Schelly, C. L., & Spooner, C. L. (2013). Measuring the effectiveness of universal design for
learning intervention in postsecondary education. Journal of Postsecondary Education and Disability,
26(3), 195-220.