Universal Design for Learning April, 2019

Universal Design for Learning (UDL):

What is it and how do I implement it?
Lynne N. Kennette and Nathan Andrew Wilson,
Durham College

Authors' Contact Information

Lynne N. Kennette, Professor,

School of Interdisciplinary Studies
Durham College, 2000 Simcoe St N., Oshawa, Ontario, L1H 7K4
Email: lynne.kennette@durhamcollege.ca
Nathan Andrew Wilson, Professor,
Durham College, 2000 Simcoe St N.. Oshawa, Ontario L1H 7K4
Phone: (905) 721-2000
Email: nathan.wilson@durhamcollege.ca

Abstract:
Universal design for learning (UDL) is an approach to curriculum development aimed
at removing barriers in education to make it accessible to the largest number of learners
(CAST, 2011). After a brief description of each of the principles of UDL, the authors
provide an overview of empirical evidence supporting the benefits that implementing
UDL principles has on student achievement. They then describe various ways that it
can be included in higher education curriculum, drawing on their own classroom
experience to provide the reader with specific ways to implement UDL principles. Where
appropriate, they also discuss student and faculty perceptions of UDL in the classroom.
Based on empirical findings and their own experiences, the authors encourage
instructors to consider UDL principles in curriculum development.
Key Words:
Universal design, college, barriers to learning, implementation, supporting learning,
inclusive, multiple means, representation.
Introduction
Maximizing access and minimizing barriers are important architectural and urban
planning principles. Consider the fact that ramps and automatic doors originally
conceived to ease access to individuals with exceptionalities also improve admittance to
all. Universal Design for Learning (UDL) embraces that concept and adapts it for
educational use (CAST, 2011; Firchow, 2016). The UDL-minded educator views
curriculum and classroom design and development through the lens of accessibility for
all, regardless of whether that accessibility has been specifically requested or is
required.

1 Transformative Dialogues: Teaching & Learning Journal Volume 12 Issue 1 April 2019
Universal Design for Learning April, 2019

What is UDL?
UDL consists of three principles: multiple means of representation, multiple means
of action and expression, and multiple means of engagement. When used to guide
curriculum development, these principles provide access to learning to the widest
possible audience by removing potential barriers and offering flexible paths to learning
(CAST, 2011). UDL, therefore, eschews conventional curriculum models that rigidly
require student conformity with few opportunities for the student to present, participate,
or express themselves in different ways. In universally designed curriculum, the
curriculum adjusts to the student and to his or her needs (Firchow, 2016). To elaborate,
each UDL principle is addressed in turn below with its benefits supported by empirical
evidence. Then, specific tips for universally designing the classroom are shared.
Does it benefit students and student learning?
There is a rich body of work about the advantages of universally designed curricula
and classrooms. Properly applied UDL principles help meet the needs of students with
exceptionalities and students of culturally diverse backgrounds while also benefiting all
learners (CAST, 2011; Firchow, 2016).
In most careers, students will be required to synthesize information from multiple
sources and connect multiple representations of the same information (e.g., drawings,
tables, and text). Students find this task challenging, but Kozma (2003) reports that
exposing students to multiple representations of the same concepts deepened their
understanding of the content. Similarly, Bodemer, Ploetzner, Bruchmuller and Hacker
(2005) report better performance when students were first able to integrate pieces of
more basic information before engaging with complex multimedia representations of
concepts. Students also benefit from being able to control the rate at which information
is being presented to them, such as pausing a video (Schwann & Riempp, 2004). These
are all components of the first UDL principle: multiple means of representation.
There is also evidence that supports the benefits of UDL’s second principle: multiple
means of action and expression. For example, students enjoyed and demonstrated their
knowledge more proficiently when given access to a discussion board offering text,
drawing, and audio as possible response formats for online class discussions
(Goldowsky & Coyne, 2016). Additionally, student self-reflection reportedly leads to
more positive learning experiences, especially when students are given time and control
to frame course learning outcomes by their own intentions or personal goals (Lepp &
Fierke, 2017).
Finally, student engagement and achievement are correlated (e.g., Casuso-Holgado,
Cuesta-Vargas, Moreno-Morales, Labajos-Manzanares, Baron-Lopez, & Vega-Cuesta,
2013). Empirical research shows that intrinsic motivation as well as effort are increased
when students are offered choice (Patall, Cooper, & Robinson, 2008); a similar benefit
occurs by providing students with relevant assignments (Assor, Kaplan, & Roth, 2002).
Choice and authentic assessments are examples of UDL’s third principle: multiple
means of engagement. Another feature of this particular principle is instructor
enthusiasm; therefore, show enthusiasm for the subject matter and for your students’
learning (Lang, 2016). Research shows that instructors are able to influence students’
motivation to learn (Thoonen, Sleegers, Peetsma, & Oort, 2011).

2 Transformative Dialogues: Teaching & Learning Journal Volume 12 Issue 1 April 2019
Universal Design for Learning April, 2019

How do I implement it in my classroom?

Teaching is in vain when lessons and knowledge fail to reach students. Properly
implemented UDL principles ensure that the expectations and needs of students of all
backgrounds and abilities are satisfied. It is therefore prudent to share a few concrete
suggestions for putting UDL into effect in any classroom. Although organized by UDL
principle, it should be noted that some of the examples below fall under more than one
principle; however, to avoid redundancies we elected to limit them to a single category.
Multiple means of representation
A universally designed syllabus demonstrates to students the built-in flexibility of
course learning and achievement. As the syllabus is typically the first place students
look for course-related information, an outline based on UDL considerations potentially
invites student access, engagement, and participation from the start. Clarity and brevity
are the twin pillars supporting accessible language while information presented in
various ways helps in creating a UDL-compliant course. Capture information in tables,
text, images, or other formats; including the same information in multiple ways where
possible (e.g., picture of the textbook cover and the full citation) is helpful.
Once in the classroom, begin each class with an outline which, at minimum, lists the
topics covered that day in the order in which they will be introduced. Then, as content is
presented to students, ensure that you express key course concepts in multiple ways
(lecture, worksheet, video, experiment) and in multiple formats (e.g., visual, verbal). It is
also important to ensure accessibility of these various activities, such as closed-
captioning the videos, describing the images, and ensuring that you post all handouts
and slides electronically and in compatible formats (e.g., for text-to-speech).
Throughout the class, make connections among concepts and summarize key
points, relating these back to the larger course objectives. Finally, ensure that you
provide examples of all assignments in addition to the instructions, and also go over the
requirements in class.
Multiple means of expression and action
How students demonstrate their learning varies by discipline, but offering students
some choice or control is a simple way to include this principle in your course. For
example, you might allow students to choose 2 of 3 essay questions on a test or to
select a topic for their assignment based on the parameters you set. It may also be
possible to offer students a choice in the format of an assignment. For instance,
universally designed informed assignment instructions may state: your evaluation may
be in written format, or can be in a variety of alternate formats including audio, video,
multimedia etc. The key is to provide students with a broader range of options from
which to demonstrate their knowledge.
In addition to encouraging the use of assistive technologies where appropriate, ideal
assessments would not have any barriers for students to overcome and would be purely
a demonstration of their mastery of course learning outcomes. Regardless of the
assignment format, encourage their re-submission wherever possible (for additional
credit or not). Finally, it is important to provide clear guidelines and rubrics for all
assignments and activities.

3 Transformative Dialogues: Teaching & Learning Journal Volume 12 Issue 1 April 2019
Universal Design for Learning April, 2019

Multiple means of engagement

Engaging students in the classroom can be challenging, as can maintaining that
engagement through long sessions. However, research shows that actively engaged
students tend to understand and learn more, have better recall, enjoy the experience
more, and are more appreciative of the relevance of what they have learned, than
passively engaged students (Park, 2003). Varied instructional methods (e.g., lecture,
small group work, online assignment, class discussion, experiment, etc.) help break up
the time and engross students in the learning. Provide tasks that allow for active
participation, exploration, and experimentation and try to include self-reflection and
goal-setting components to activities and/or assessments. It is also important to provide
alternatives for students on how they can participate in or complete all assignments/or
activities; some students may have dietary or mobility restrictions and should not feel
excluded from any course component. The goal is to create a respectful and inclusive
class climate. Additionally, an educator can encourage natural support systems in the
course such as a study buddy or study group, as well as partner assignments or
activities. In this way, students will feel included as though they are contributing to the
course. Some students may prefer direct interaction with the instructor, so communicate
with students outside of class, and be available during office hours. To help students
access your office, you may wish to include a map to your office in your syllabus/course
outline and/or in class.
Student engagement can also be achieved with meaningful and/or authentic
assignments, especially if they result in less anxiety as these responses are
unfavourable to students’ learning (CAST, 2011). Those are assignments that are
directly related to the students’ eventual career, apply their knowledge in a meaningful
way (e.g., creating pamphlets to raise awareness of some issue related to course
content, update a Wikipedia page related to some aspect of the course, creating
tutorials, test review activities or other learning objects for future students in the course)
or help the community in some way. Ideally, assignments would not be disposable as
they traditionally have been, where only the instructor reads them and then throws them
away; rather, students would be engaged in renewable assignments (Jhangiani, 2017;
Wiley, 2013).
Concluding Remarks
Given that UDL principles are relatively easy to incorporate into the college
classroom, and because the implementation of these principles has been consistently
shown to benefit students, instructors are encouraged to consider UDL when
developing curriculum. Furthermore, recent evidence (Kennette & Wilson, 2018) found
that students and faculty generally view these elements as helpful to learning. Lang
(2016) makes the argument that teaching can be effectively improved by incremental
change. Although it would be ideal to begin conceptualizing a course with UDL
principles in mind, incorporating multiple means of representation, action and
expression, or engagement post-hoc is still manageable for instructors and valuable to
students. Begin with small things such as closed-captioning videos, or offering choices
on assignments or other assessments. As you add more UDL components to your
course, the eventual result will be a fully UDL-compliant course.

4 Transformative Dialogues: Teaching & Learning Journal Volume 12 Issue 1 April 2019
Universal Design for Learning April, 2019

References
Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent:
Autonomy-enhancing and suppressing teacher behaviours predicting students’
engagement in schoolwork. British Journal of Educational Psychology, 72(2), 261-278.
Bodemer, D., Ploetzner, R., Bruchmuller, K., & Hacker, S. (2005). Supporting learning with
interactive multimedia through active integration of representations. Instructional Science,
33(1), 73-95.
CAST, Center for Applied Special Technology (2011) Universal Design for Learning
Guidelines version 2.0, Wakefield, MA. Retrieved from
http://www.udlcenter.org/aboutudl/udlguidelines/downloads
Casuso-Holgado, M. J., Cuesta-Vargas, A. I., Moreno-Morales, N., Labajos-Manzanares, M.
T., Baron-Lopez, F. J. & Vega-Cuesta, M. (2013). The association between academic
engagement and achievement in health sciences students. Medical Education, 13(33).
Retrieved from http://www.biomedcentral.com/1472-6920/13/33
Chita-Tegmark, M., Gravel, J. W., de Lourdes, M., Serpa, B., Domings, Y., & Rose, D. H.
(2012). Using the universal design for learning framework to support culturally diverse
learners. Journal of Education 192(1), 17-22.
Firchow, N. (2016, March 11). Universal Design for Learning — improved access for all.
Retrieved from: https://www.greatschools.org/gk/articles/universal-design-for-learning-
improved-access-for-all/
Goldowsky, B. N. & Coyne, M. (2016). Supporting engagement and comprehension online
through multiple means of expression. In the Proceedings of the 13th Web for All
Conference. New York, Article 39. DOI: http://dx.doi.org/10.1145/2899475.2899488
Jhangiani, R. S. (2017). Ditching the “Disposable assignment” in favor of open pedagogy. In
W. Altman & L. Stein (Eds.), Essays from Excellence in Teaching. Retrieved from:
http://teachpsych.org/E-xcellence-in-Teaching-Blog
Kennette, L. N., & Wilson, N. A. (2018). Universal Design for Learning (UDL): Student and
faculty perceptions, Unpublished manuscript, School of Interdisciplinary Studies, Durham
College, Oshawa, Ontario, Canada.
Kozma, R. (2003). The material features of multiple representations and their cognitive and
social affordances for science understanding. Learning & Instruction, 13(2), 205-226.
Lang, J. L. (2016). Small Teaching: Everyday Lessons from the Science of Learning. San
Francisco, CA: Jossey-Bass.
Lepp, G. A., & Fierke, K. K. (2017). Expanding student perspectives in an authentic learning
environment. Transformative Dialogues. 10(3). Retrieved from http://www.kpu.ca/td/past-
issues/10-3
Park, C. (2003). Engaging students in the learning process: The learning journal. Journal of
Geography in Higher Education, 27(2), 183-199, DOI: 10.1080/0309826032000107496.
Pascarella, E. T., Seifert, T. A., & Blaich, C. (2010). How effective are the NSSE
benchmarks in predicting important educational outcomes? Change: The Magazine of
Higher Learning, 42(1), 16–22.
Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic
motivation and related outcomes: A meta-analysis of research findings. Psychological
Bulletin, 134(2), 270-300.
Schwan, S., & Riempp, R. (2004). The cognitive benefits of interactive videos: Learning to
tie nautical knots. Learning & Instruction, 14(3), 293-305.

5 Transformative Dialogues: Teaching & Learning Journal Volume 12 Issue 1 April 2019
Universal Design for Learning April, 2019

Thoonen, E. E. J., Sleegers, P. J. C., Peetsma, T. T. D. & Oort, F. J. (2011) Can teachers
motivate students to learn?, Educational Studies, 37(3), 345-360, DOI:
10.1080/03055698.2010.507008
Wiley, D. (2013). What is open pedagogy? Retrieved from
http://opencontent.org/blog/archives/2975

6 Transformative Dialogues: Teaching & Learning Journal Volume 12 Issue 1 April 2019
Copyright of Transformative Dialogues: Teaching & Learning Journal is the property of
Transformative Dialogues: Teaching & Learning Journal and its content may not be copied or
emailed to multiple sites or posted to a listserv without the copyright holder's express written
permission. However, users may print, download, or email articles for individual use.