Universal Design for Learning

The vision of the Least Restrictive Environment (LRE) in the Individuals with Disabilities Education Act (IDEA) was designed to ensure and protect the rights of all students with disabilities, regardless of the nature or severity of disability, to be educated in their home schools alongside their peers to the greatest extent possible. This LRE principle is well-borne out by decades of research that show that the more normative the environment the better the long-term outcomes for children. (NPS Overview of Special Education).

Newton Public Schools is committed to the philosophy of inclusion by providing students with disabilities access to an education in their neighborhood schools and in their classrooms with same-aged peers.

What does this mean for general education teachers?

In Newton, general educators are also responsible for teaching students with disabilities - it is not solely the role of the special educator. General education teachers will have students of varying ability in their classroom and it is their responsibility to design instruction and provide materials that meet the needs of all learners.

One of the key ideas that has been proposed for implementing inclusion in the classroom is Universal Design for Learning (UDL). UDL is an educational framework that helps teachers proactively plan more effective learning environments that include students with disabilities.

The Higher Education Opportunity Act of 2008 says UDL: (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.

UDL is...

• Not inclusion, it is one aspect of inclusive education.

• A tool that can help you design learning environments that are effective for all learners. Not all students learn in the same way, so you should plan proactively for a variety of learners.

• Based on three key principles.

To get started, take a look at CAST's UDL at a Glance video.

Overview of Universal Design for Learning

Teachers should provide multiple means of representation

• Teachers should have materials in a variety of formats (worksheets, digital materials, websites, audiobooks, etc.).

• Students should be able to customize appearance as needed to support their individual needs (change font size/color, increase whitespace).

Teachers should provide multiple means of engagement

• • Allow students to make choices whenever appropriate (choose the specific animal for a research project, a work partner).

Teachers should provide multiple means of action and expression

• • Teachers should give students options for how they will demonstrate their knowledge and understanding. For example, some students enjoy presenting in front of the whole class but it may make another student anxious. Teachers can show students how to make a video or record a presentation as an alternative method.

Why should teachers use Universal Design for Learning?

Not all students learn in the same way and not all students can demonstrate their understanding in the same way. Teachers need to consider all of their students’ needs when designing instruction. By thinking about all students when designing lessons and embedding options for students, teachers are able to reach their learners.

By designing lessons for all learners, fewer students are singled out by receiving accommodations or modifications.

• CAST - Universal Design for Learning Guidelines

• UDL in the Classroom Poster