The California State University, Accessible Technology Initiative
instructional materials icon Instructional Materials

Universal Design for Learning

The principles of Universal Design are based on teaching to all students regardless of their individual processing styles or characteristics (CAST, 2014). As individuals process information differently, the need arises for multiple means of accessing course materials. By using varying combinations of textual and multimedia materials, students are exposed to new material in different ways, allowing them to learn optimally.

Video Credit: UDL on CampusThis link will take you to an external website in a new tab. (2015)

As advantageous as multi-modal material may be, it’s primary purpose – communication, may be lost if the material is not perceptually, physically, or cognitively accessible to students. Therefore we need to keep usability of the online environment in mind, respect all types of learners; including those with different processing styles and physical attributes.

Many students may not share the same cognitive, perceptual, and physiological schemas as ours, and will require assistance through assistive technologies. Assistive technologies are translators, as it were, of the material you prepare. Your online course material needs to be comprehendible by the technology in order to be comprehendible to students that need it to understand the lessons you prepare.

Other Resources:

Engagement

Affective Networks: The Why of Learning

Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while others are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.

Learn more about providing multiple means of EngagementThis link will take you to an external website in a new tab..

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Representation

Recognition Networks: The What of Learning

Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.

Learn more about providing multiple means of RepresentationThis link will take you to an external website in a new tab..

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Action & Expression

Strategic networks: The How of Learning

Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.

Learn more about providing multiple means of Action & ExpressionThis link will take you to an external website in a new tab..

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org