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Universal Design began in the field of architecture during the 1970's and initially focused on removing environmental barriers for people with physical disabilities. Ron Mace, the founder of the Center for Universal Design (UD) in North Carolina defined UD as a “commonsense approach to making everything we design and produce usable by everyone to the greatest extent possible” (Institute for Human Centered Design, 2008).
As the idea of removing barriers came to education, Universal Design for Learning (UDL) was born. Educational barriers are naturally removed when students are provided options.
Three principles make up the UDL framework:
Provide Multiple Means of Representation (the “what” of learning)
Provide Multiple Means of Action and Expression (the “how” of learning)
Provide Multiple Means of Engagement (the “why” of learning)
"UDL principles guide instructional design through the use of multiple means, choices and options that reduce the barriers to student learning. At its heart, UDL supports teachers as they eliminate these barriers by proactively and deliberately planning curriculum and designing the learning environment so that all students can succeed."
(Novak, 2016)
Universal Design for Learning (UDL) provides access to grade level content for students with dyslexia/SLD. Access to learning is complex and one size does not fit all. The UDL framework addresses this complexity by encouraging thoughtful planning of flexible curricula (goals, methods, materials and assessments) from the start, before students begin to struggle with content. Also, learning, and transfer of learning, occurs when multiple means are used because it allows students with dyslexia to make connections within, as well as between, concepts.
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