Universal Design for Learning (UDL) is an educational framework used to improve inclusivity but improves outcomes for all students. UDL aims to create expert learners who are purposeful and motivated, resourceful and knowledgeable, strategic and goal-centered. So why talk about UDL now? Well, the terms used in UDL can be seen in both the Primary Framework Curriculum and the Primary Maths Curriculum documents. UDL has also been recommended in the Autism Good Practice Guidance for Schools.
Elmarie Tipper shares 5 things you need to know about Universal Design for Learning (UDL).
1. It originates from architecture
It originates from the architecture concept of Universal Design. A great example of Universal Design is that of a ramp accessing a building. The ramp is added in the design process with not one wheelchair user in mind. The ramp can be used by wheelchair users but also parents with pushchairs, deliveries, cyclists etc may benefit. UDL is similar in that it frontloads all lessons to ensure each student can engage and participate in their learning to the best of their ability by removing barriers to learning.
2. It's based on neuroscience
UDL is a framework that comes from neuroscience to ensure all students reach their full potential. UDL uses cognitive research on the ‘learning brain’ and applies it in an education framework. There are three main networks in the brain: the strategic network; the why of learning, the effective network the how of learning and the recognition network is the what of learning. Like there are no two humans identical there are also no two brains identical due to genetics or environmental factors. UDL takes the science of learning and applies it in a set of guidelines to make flexible and effective learning environments for everyone.
3. UDL is not differentiation
Differentiation is applied to individual students or groups. UDL frontloads lessons by removing as many barriers to learning in the planning stage to ensure all students can engage with the content to the best of their ability. Using the philosophy of UDL it is key to understand that the concept of teaching to the middle can be disputed. There is not one student in our system identical to another and with this in mind there is no average student. It is described brilliantly in a TEDx talk “The Myth of Average” by Todd Rose a faculty member of the Harvard Postgraduate School of Education.
We can have a student gifted at maths who may be a struggling reader. An excellent lesson may be planned and prepared with great effort but without using the concepts of UDL it may not reach all students. UDL is a proactive and flexible planning tool to design lessons that all students can engage with meaningfully and reach learning goals regardless of barriers to learning they may have.
4. UDL is not just adding digital technology to our lessons
Although digital technology is a key tool for implementing UDL it is only one element. UDL is a lens we use in our planning to ensure lessons are as inclusive as possible. It is great to look at lessons or learning environments and ask is my teaching accessible to a visually impaired student? a student with a hearing impairment? a physical or sensory difficulty? Yes, technology can enhance accessibility but there are other factors to consider such as are students regulated starting their lessons, have they agency in their learning to name a few.
5. UDL is a framework to help teachers plan inclusive lessons
UDL is a framework that is made up of guidelines to guide in the planning process. As mentioned, it is derived from neuroscience. Teachers may implement UDL by using CAST UDL guidelines which are divided into the 3 key areas: multiple means of engagement, multiple means of representation and multiple means of action and expression. Within the guidelines are 32 checkpoints to direct teacher planning and preparation. The guidelines can be accessed at https://udlguidelines.cast.org/
If you would like to know more – join Elmarie Tipper at our free CPD webinar on 23rd April 7pm! Learn more HERE!
Elmarie Tipper is a Primary Teacher at an Infant School in Dublin. She has worked in the mainstream classroom, as a special education teacher and in a special class.
Elmarie completed her Masters in Education (Special Educational Needs) Trinity College Dublin. As part of her Masters she carried out a case study evaluating the implementation of UDL in a senior infant mainstream classroom. Elmarie has presented her research at the International UDL Symposium at Maynooth University in June 2023.The webinar will detail the results and how students improved engagement with maths using UDL.
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