HAT IS RE IN
W O FO
HE UDL? M IVERSA
T
UN IGN F L
The Universal Design for Learning is
For more information,
consider referring to the E S OR
D
an educational framework that aims
to make learning accessible and
effective for all students. It
following resources:
EA RNING
recognises that learners have
diverse needs, and it seeks to
L
https://udlguidelines.cast.org/
provide multiple means of
engagement, representation, and https://www.cast.org/impact/universal-design-for-
learning-udl How teachers can apply the
action & expression. It is essential
UDL’s principles in the
that teachers hold an https://www.understood.org/en/articles/universal-
understanding of these concepts in
design-for-learning-what-it-is-and-how-it-works classroom
order to facilitate inclusive learning
experiences and address the
specific needs of students with
disabilities.*
*Reference: Rose, D. H., Harbour, W. A., Johnston, C. S., Daley, S. G., & Abarbanell, L. (2006).
Universal design for learning in postsecondary education: Reflections on principles and
their applications. Journal of Postsecondary Education and Disability, 19(2), 135-151.
SENTAT CTION &
E A AGEME
PR I
P RESSIO NG NT
EX N
ON
E
RE
Representation is the way content Action & Expression focuses on the Engagement is about creating
is presented to students. It ways students demonstrate their learning environments that motivate
acknowledges that learners have understanding. It recognises that and sustain students' interest. It
different ways of perceiving and learners have different ways of acknowledges that learners
comprehending information. expressing knowledge. participate in different ways.
Teachers can... Teachers can... Teachers can...
– Present information using a variety of – Allow students to choose from various – Offer a range of topics and materials that
formats such as text, images, videos, and of assessment options (essays, align with students' interests and passions.
audio presentations, hands-on demonstrations) – Encourage peer collaboration and group
– Use visual aids like charts, graphs, and – Provide support and guidance for projects. Students can work together on
infographics to supplement textual complex tasks. For example, break tasks that appeal to their diverse strengths
information. These aids can make projects down into smaller, manageable and interests.
complex topics more accessible. steps with clear instructions and – Provide students with choices within
– Offer adjustable text settings like font checkpoints. assignments and projects. Allow them to
size and background colour for students – Incorporate technology tools (speech- pick their research topics, project themes,
who may have visual or reading to-text software, graphic organisers, or and reading materials to foster a sense of
challenges. digital art platforms) to accommodate ownership in their learning.
various forms of expression.
