I am always wondering when we talk about Universal Design for Learning (UDL), is this framework specifically for enhancing access for learners with disabilities?
CAST (2018) defined UDL as a framework to think about how different tools and resources can be leveraged to reduce barriers and support all learners to engage in challenging ways of thinking. Furthermore, CAST (2018) mentioned that the UDL is very important because it provides useful guidelines for developing curricula, selecting materials, and creating learning environments that take into account the wide variability of learners in higher education environments.
UDL is based on the idea that learners show a great deal of variability in what engages them in learning, in how they perceive and process information, and in how they are able to interact with the learning environment and demonstrate their learning. It is an approach to minimize the barriers and maximize learning for all learners (CAST, 2010).
I found that UDL is so much more than a simple checklist that you complete at the beginning of a semester or whenever you design a new course. Rather, it is an ongoing, forward-thinking, learner-centred mindset that should permeate all aspects of our course to optimal the learning conditions for the variety of learners.
In order to effectively use the UDL framework, a shift in thinking is necessary. Moving away from the notion that individual learners create barriers to learning is the most vital change needed to move toward engaging with the UDL framework. Often curriculum is designed around the average learner, using a ‘one size fits all’ approach. Although this may work for some, it will not work for others, nor is it optimal for any. Designing specifically for the average is similar to designing for no one. UDL is really about how to make the learning journey tractable for as many learners as possible (UDL on Campus, 2015).
In summary, all learners bring their strengths, weaknesses, backgrounds, and needs. The use of the UDL framework is not only specifically for learners who have disabilities, it is for all learners. The team in the ID has to include the UDL framework even though they do not have learners with disabilities. The use of the UDL framework in the instruction design process helps us in designing a course that is accessible, fits all our learners, and gives all learners equal opportunities to learn.
“the one consistent feature of learning is variability: all students learn differently and take different paths to success.”
CAST. (2018). Universal Design for Learning Guidelines version 2.2. https://udlguidelines.cast.org/more/frequently-asked-questions
UDL On Campus by CAST. (n.d.). About UDL. UDL in higher education. Retrieved March 30, 2023. http://udloncampus.cast.org/page/udl_about
UDL on Campus. (Oct 17, 2015). UDL in Higher Education. [YouTube]. https://youtu.be/O_MCvjkd8Jc?si=Ka1gT7XftgXhVFMZ
CAST. (Jan 6, 2010). UDL at a Glance. [YouTube]. https://youtu.be/bDvKnY0g6e4?si=faORzHdW2UNJYbfD