Universal Design for Learning is a subset of Universal Design, which posits that accessibility benefits everyone. Adaptive technologies often allow for less physical effort to complete a given task, ensure clarity of information, and provide a simple and intuitive process to accomplish something. Most importantly, Universal Design allows for flexibility based on individual needs. Therefore, regardless of ability level, everyone's strengths are honored. A simple example of Universal Design is closed captioning on videos. On a surface level, captions benefit the Deaf and hard of hearing. However, captions can also benefit those with trouble with sustained attention or who are visual learners, or even just someone watching in a noisy or public space.
Universal Design for Learning (UDL), abides by these same basic principles, with a threefold approach:
Engagement refers to the diversity that exists in what motivates learners. Because every student has ways in which they are more driven to interact with the material providing multiple choices is essential. This could mean presenting the information in group work, an interactive game, and/or in a class discussion, for example.
In order to continue engagement throughout the semester or year, it is necessary to create a comfortable learning environment by delivering clear expectations and allowing flexibility in how competencies are demonstrated. Providing constructive feedback to students and explaining to them the reasoning behind the goals that are set in place. Finally, promoting student self-reflection helps to continue engagement beyond the classroom and generalize their developing skills.
Representation refers to the way in which information is organized or analyzed in order to be shared in a classroom. This not only means provisions for accessibility in physical representations (i.e changing font size or organization) but also, more relevantly for language learning, placing vocabulary in context.
Diverse representation uses visual, tactile, and auditory cues. Further, it honors unique dialect choices and vocabulary. Linguistic and cultural differences are also supported under a neurodiversity model. One example of this is "translanguaging," which may look like the use of mixed dialects such as Spanglish.
Action and expression refers to how students respond to or demonstrate understanding of the material. Once again, this tenet supports the use of multiple media sources. This concept connects with language because it is inherently a visual, auditory, and productive process due to the nature of building reading, listening, and speaking/writing skills. This prong of UDL also means helping students to strategize and set achievable goals. Planning for multiple levels of support for individual needs, or "scaffolding," is one recommendation to allow all students' strengths to shine.
Read the official recommendations for Universal Design for Learning here.