Universal Design for Learning
Universal Design for Learning (UDL) is a research-based framework for designing curricula developed by the Center for Applied Special Technology (CAST) that connects the principles of universal design to principles of learning supported by brain research.
To apply the principals of UDL, accessibility must be considered during the planning of curricula and activities so that access features are built into the overall design, instead of retrofitted after the curriculum has already been produced. CAST (2008) identifies three areas for determining accessibility that are based on brain research. In determining accessibility, educators must consider how learning tasks affect recognition, expression, and engagement.
- Recognition: How are students expected to identify, interpret, or recognize the information given?
- Expression: How are students expected to express or communicate their understanding of information?
- Engagement: What is the interest of the student or what is the motivation/value in learning the information?
“Universal Design for Learning refers to a process by which a curriculum (i.e., goals, methods, materials, and assessments) is intentionally and systematically designed from the beginning to address individual differences. With curricula that are universally designed, much of the difficulties of subsequent “retrofitting” and adaptation can be reduced or eliminated – and a better learning environment for all students can be implemented.” - (CAST)
Visit the Center for Applied Special Technology to learn more about the connection between assistive technology and Universal Design for Learning. For specific resources on practical applications using a UDL approach visit the following:
