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Introduction
Introduction
Universal Design for Learning (UDL) is a teaching framework that helps create flexible, inclusive learning environments that support the diverse needs of all learners. Rather than retrofitting accommodations after challenges arise, UDL encourages instructors to design lessons, materials, and assessments that are accessible and engaging for everyone from the start.
UDL benefits all students. By implementing even a few UDL strategies, faculty can create more meaningful and equitable learning experiences, supporting students with IDD while also enhancing learning for the entire class.
The best part? You're probably already using some UDL strategies without realizing it!
A Quick Note: You're not expected to become an expert in UDL or overhaul your course just because you have a ROAR student enrolled. This page is simply here to offer ideas and options. What you choose to implement is entirely up to you.
The Core Principles of UDL
The Core Principles of UDL
Provide Multiple Means of Engagement
Provide Multiple Means of Engagement
Foster interest and motivation by offering choices and creating a supportive environment. Examples include:
Allowing students to choose topics for projects that align with their interests.
Incorporating interactive or hands-on activities.
Offering frequent, constructive feedback to encourage persistence.
Provide Multiple Means of Representation
Provide Multiple Means of Representation
Offer information in various formats to ensure all students can access and understand the content. Examples include:
Text, audio, and video options for instructional materials.
Visual aids like charts, diagrams, and infographics.
Simplified summaries or glossaries of key terms.
Provide Multiple Means of Action and Expression
Provide Multiple Means of Action and Expression
Allow students to demonstrate their learning in different ways. Examples include:
Writing papers, creating presentations, or participating in group discussions.
Providing alternative for exams, such as open-book tests or oral assessments.
Encouraging the use of assistive technologies, like speech-to-text tools.
How UDL Supports WSU ROAR Students
How UDL Supports WSU ROAR Students
Students in the WSU ROAR program thrive in environments that anticipate and accommodate their diverse needs. UDL aligns perfectly with these goals by offering flexibility and removing common barriers to learning. Here's how UDL supports these students:
Engagement
Engagement
Including interactive activities like small group discussions or hands-on projects makes learning dynamic and appealing.
Allowing students to choose project topics or formats helps them feel a sense of ownership and motivation.
Building supportive relationships by celebrating milestones and providing consistent encouragement fosters confidence and persistence.
Representation
Representation
Providing visuals and simplified text makes complex ideas more accessible.
Including audio descriptions or tactile resources helps students with sensory or processing challenges to engage with materials.
Offering recorded lectures allows students to revisit material at their own pace.
Action and Expression
Action and Expression
Flexible assignments (e.g. a presentation instead of a written paper) empower students to showcase their strengths.
Breaking larger tasks into smaller, manageable steps helps students stay organized and avoid feeling overwhelmed.
Encouraging the use of assistive technology, like text-to-speech tools, supports students' individual needs without drawing attention to their differences.
Quick UDL Strategies for the Classroom
Quick UDL Strategies for the Classroom
The following are strategies that you may have implemented in your classroom already. These strategies are helpful to ROAR students and degree-seeking students alike:
Provide slides or outlines on Canvas ahead of class so students can follow along
Chunk information by breaking content on Canvas into separate pages
Make assignment due dates easy to find
Offer choices in how students can participate (i.e. some students hate group projects, and other students love them!)
Use visuals, examples, or models to reinforce abstract ideas
Avoid jargon when possible
Only post videos on Canvas that are closed-captioned*
* This is often very hard to do if you're making your own class videos. WSU offers a closed captioning service if you need it. WSU ROAR is also happy to provide support where possible.
What You May Expect from ROAR Students
What You May Expect from ROAR Students
Students in the WSU ROAR program bring unique perspectives and abilities to the classroom. While their participation and work will differ from that of other students, these differences are purposeful and aligned with their individual goals. Here are some examples of what you might see from a ROAR student:
Alternative Assignments
Alternative Assignments
With help from WSU ROAR staff, the student may submit a PowerPoint slideshow, infographic, or video instead of a traditional essay or research paper.
Creative formats allow students to demonstrate their understanding in ways that play to their strengths. See our Assignment Modifications page for details.
Simplified Assignments
Simplified Assignments
Some students may complete only a portion of an assignment. For example, they might answer two out of five questions on a worksheet, or write one paragraph instead of three.
Extended Deadlines
Extended Deadlines
ROAR students may need more time to process information and complete tasks. Even without formal accommodations from the WSU Access Center, you may choose to allow extended deadlines to support their success. That decision rests with you.
Modified Participation
Modified Participation
In group discussions, ROAR students may provide brief, concise responses or contribute in non-verbal ways, such as by sharing visuals or notes.
Some students may participate through a support aide or technology, depending on their communication preferences.
While some ROAR students are comfortable and eager to do group work with their peers, others are not. It is best to simply ask the ROAR student what their preference is (i.e. "We're doing group work for the next few classes. How would you like to participate?")
Assistive Technology Use
Assistive Technology Use
ROAR students might use speech-to-text software, recording devices, or other tools during class or while doing their assignments. Please let us know if you need help with their use or if it becomes disruptive.
Flexible Engagement Goals
Flexible Engagement Goals
Students may focus on achieving personal milestones, such as attending a certain number of classes, turning in one assignment per week, or contributing to a group project.
Support from WSU ROAR Staff
Support from WSU ROAR Staff
Occasionally, staff from the ROAR program might check in with you or attend class alongside the student to provide additional support or observe progress. We will always inform you ahead of time if we wish to be a guest in your classroom.
Frequently Asked Questions
Frequently Asked Questions
Will implementing UDL make extra work for me?
Will implementing UDL make extra work for me?
Yes, and no. While it may take some time initially to adapt materials, UDL strategies often save time by reducing the need for one-on-one accommodation in your classroom. These practices benefit all students, leading to fewer questions and smoother classroom management. That said, you are not required to implement anything from UDL if you do not want to.
How do I start implementing UDL strategies if I'm new to it?
How do I start implementing UDL strategies if I'm new to it?
Start small. Focus on one principle, such as offering lecture notes on Canvas ahead of class, or by allowing flexible assignments. One way to do this is to allow multiple types of submissions on Canvas. For example if you assign a paper to your students, you might choose the allowed file types to be .docx, .pdf, or .txt. Consider allowing .pptx so that students may opt to submit a PowerPoint instead of a written paper.
Does UDL work in larger classrooms, like big lecture halls?
Does UDL work in larger classrooms, like big lecture halls?
Yes, it does! Many UDL practices, such as providing accessible materials or giving students a selection of activities to submit, scale very well for large groups.
How does UDL specifically help students with IDD?
How does UDL specifically help students with IDD?
UDL anticipates common challenges that students face, such as processing delays, communication difficulties, or learning preferences. By offering multiple options for learning, UDL creates a supportive environment where students can feel successful.
Conclusion
Conclusion
Universal Design for Learning is a powerful tool for creating inclusive classrooms where all students can thrive. By designing flexible, accessible, and engaging learning experiences, faculty can support the diverse needs of students in the WSU ROAR program while enhancing outcomes for all learners. Start small, embrace creativity, and remember that every step towards inclusivity makes a difference!
Quick Reference Checklist: Dos and Don'ts
Quick Reference Checklist: Dos and Don'ts
Do
Do
Do provide materials in multiple formats (text, audio, visual).
Do allow students flexibility in how they demonstrate learning.
Do create assignments with built-in options for engagement.
Do anticipate and reduce barriers to participation.
Don't
Don't
Don't rely on a single method of instruction or assessment.
Don't assume all students learn the same way or at the same pace.
Don't hesitate to start small - every UDL strategy helps!
Don't force yourself to implement UDL. It's up to you if you want to!
Resources and Further Reading
Resources and Further Reading
Universal Design for Learning - The UDL Guidelines
For a list of modifications WSU ROAR students may have for their assignment submissions, see our Modifications guidelines.
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