Universal Design for Learning (UDL)

UDL is a framework to guide the design of learning environments that are accessible, inclusive, and challenging for every learner. The goal of UDL is to support learner agency, the capacity to actively participate in making choices in service of learning goals. UDL aims to change the design of the environment rather than to situate the problem as a perceived deficit within the learner. When environments are intentionally designed to reduce barriers, every learner can engage in rigorous, meaningful learning (CAST, 2024).

Inclusive Math Education: A UDL Approach

(Lvl 3) (Stellfeld et al., 2023)

This article analyzed the didactic processes of a teacher-researcher using the Universal Design for Learning (UDL) approach to teach the Brazilian Monetary System to a diverse group of 3rd-grade students
The study aimed to demonstrate how UDL can make math accessible to all students, promoting inclusion and engagement through practical, real-life activities.
Study used statistical measurements of student progress, and did not track the long-term impact of the interventions
Results indicated improved accessibility and engagement for all students, particularly those with a learning disability

The Role of OTs in UDL

(Lvl 5) (Kennedy et al., 2018)

Scoping review that explores how Universal Design for Learning (UDL) is described and implemented by OTs in school settings.
The literature suggests that OTs most frequently implement UDL strategies to support physical action and to engage students by incorporating their interests, preferences, and motivations in learning activities.
OTs often need to advocate for UDL services within their school environments, including activities such as; educating administrators, teachers, and staff about their role in supporting all learners and how UDL can positively impact student learning.

(Lvl 5) (Smith & O’Brien, 2020)

This textbook provides a comprehensive overview of pediatric occupational therapy, including how UDL principles can be applied to support children's learning and participation.
Students function better when provided with UDL (adapted toys, toys, visual aids, mobility supports, and software)
Occupational therapists collaborate with teachers, children, and families to best meet the student's learning needs in the classroom
UDL strongly supports students with visual perceptual deficits with suggestions for adaptations like positioning of materials and adjusting fonts.
Curriculum and instruction should be designed from the start to meet the diverse needs of all students. This means educators must anticipate diversity rather than adding elements after a lesson is developed.

UDL Guidelines

UDL Guidelines
The UDL Guidelines support educators, curriculum developers, researchers, parents, and more to apply the UDL framework to practice. The guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities (CAST, 2024)

Summary:

Occupational therapists should recommend strategies and resources to help with accessibility and participation through the use of varied materials (visual, tactile, auditory, digital) to ensure all learners can access information
OTs benefit from a UDL framework such as CAST (Center for Applied Special Technology) to guide their practice
Occupational therapist serves as an interprofessional team member to collaborate on both immediate and long-range learning needs within the school context
Occupational therapists should collaborate with teachers to proactively design learning experiences that are accessible to all students
Occupational therapists can help teachers and students by identifying strategies for providing options for learning

References

Case Smith, J., & O’Brien, J.C. (2020). Occupational therapy for children (8th ed.). Missouri: Mosby Elsevier.

CAST (2024). Universal design for learning guidelines version 3.0 [graphic organizer]. Lynnfield, MA: Author.

Kennedy, J., Missiuna, C., Pollock, N., Wu, S., Yost, J., & Campbell, W. (2018). A scoping review to explore how universal design for learning is described and implemented by rehabilitation health professionals in school settings. Child: Care, Health and Development, 44(5), 670–688. https://doi.org/10.1111/cch.12576

Stellfeld, R., Dolenga, R., Roges, A., & Heliza Colaço Góes. (2023). Building pathways for Mathematics classes from an inclusive perspective through the Universal Design for Learning approach. Educação Matemática Pesquisa, 25(4), 128–161. https://doi.org/10.23925/1983-3156.2023v25i4p128-161

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