Universal design for learning (UDL) is a framework that educators can consider to design instructional and assessment activities that address all learners. The term UDL was coined by researchers at the Center for Applied Special Technology (CAST). Three central tenets ensure a UDL practice is in place:
- Providing multiple means of representation, offering learners various ways of acquiring information and knowledge,
- Providing multiple means of expression, offering learners alternatives for demonstrating what they know,
- Providing multiple means of engagement, to tap into learners’ interests, offer appropriate challenges, and increase motivation.
UDL builds on the foundational principles of universal design, the research that substantiates differences in how people learn, and research from the neurosciences. The concept of universal design has been embraced and infused in practices across various settings such as institutions of higher education, disability support services, K-12 school settings, and numerous non-profit educational agencies.
Over the years, universal design has been defined and infused across a range of approaches including assistive technology, instructional technology, universal design of instruction (UDI), universal design for learning (UDL), universal curriculum design (UCD), universal design of assessment (UDA), and universal for transition (UDT). However, the foundational framework is much the same, that is to make products, environments, and instructional settings accessible and allow all learners to be successful.
The growing understanding of UDL is also helping to raise this awareness as legislative language embraces defining terms.
