Allison Day
Universal Design for Learning
Overview
The concept of Universal Design (UD) has its origins in the fields of architecture and engineering, as a practice of constructing buildings to be accessible to all users (Nielsen 5). In the late 1990s, however, this concept was adapted by the Center for Applied Special Technology (now called CAST) into a framework to be used in education: Universal Design For Learning, or UDL (Edyburn 33-34). At its core, UDL is intended to “ensure that all learners can access and participate in meaningful, challenging learning opportunities” by encouraging student autonomy and proactively “[removing] barriers to access” (CAST; Nielsen 7, quoting Ohio State University). In a universally designed classroom, flexibility is key: rather than “retrofitting” lessons to meet the needs of individual students, instructors intentionally design lessons that incorporate a wide variety of options for taking in, processing, and responding to information (Neilsen 5). This allows students to adapt their learning based on their interests, needs, and abilities, which both enriches the educational experience and makes the learning experience more accessible to all.
To aid educators in implementing UDL, CAST has composed the UDL Guidelines, a matrix of practical suggestions to be used to guide lesson planning and curriculum development. Through a series of principles, guidelines, and checkpoints of increasing specificity, the UDL Guidelines support instructors in providing multiple means of engagement, representation, and action and expression, so that students may choose the tools, strategies, and supports that work best for them. This kind of flexibility can include anything from choice in research topics to digital handouts with adjustable font size and color—it can even mean allowing students the option to compose a text using pencil and paper, word processing software, or speech-to-text tools. By giving students frequent opportunities to make choices about their own learning, we as instructors actually help them “maximize [their] ability to progress” (Rose & Meyer 70).
Annotated Bibliography
CAST. Universal Design for Learning Guidelines version 2.2. 2018, http://udlguidelines.cast.org. Accessed 20 Oct. 2022.
This website is the official site for CAST’s Universal Design for Learning (UDL) framework, which contains a number of resources for educators. On the site, users can find a description of UDL, as well as supporting research for both the framework and its various guidelines. Instructors interested in using UDL in their classroom will likely find the breakdown and explication of each aspect of the framework most useful, as these pages elaborate on the guidelines and checkpoints within the framework and provide suggestions for addressing each. For educators new to UDL in particular, the resources on the “Downloads” page (such as “Key Questions to Consider When Planning Lessons”) may be helpful as guidance for lesson planning.
Edyburn, Dave L. "WOULD YOU RECOGNIZE UNIVERSAL DESIGN FOR LEARNING IF YOU SAW IT? TEN PROPOSITIONS FOR NEW DIRECTIONS FOR THE SECOND DECADE OF UDL." Learning Disability Quarterly vol. 33, no. 1, 2010, pp. 33-41. ProQuest, https://www.proquest.com/eric/docview/233086355/fulltextPDF/1713C69F1A22402BPQ/1?accountid=14556. Accessed 6 Oct. 2022.
In this article, Dave L. Edyburn gives ten propositions as to the future of UDL, in order to highlight what he believes are its current (at the time) pitfalls and to suggest opportunities for strengthening the integrity of the framework in the 2010s. Edyburn begins by explaining the history of UDL and the general progress of the initiative from the late 1990s to late 2000s. In this section, he makes reference to the A3 Model, a useful way for instructors and schools to track and describe progress toward universal accessibility. Edyburn then discusses his ten propositions, pairing an "Observation" with a "New Direction" for each. This discussion is helpful for highlighting some of the misconceptions about UDL and clarifying the intention behind the conception and implementation of the framework. Though Edyburn's article was published in 2010, the issues raised are still relevant for instructors who seek to implement UDL.
Nielsen, Danielle. “Universal Design in First-Year Composition: Why Do We Need It, How
Can We Do It?” CEA Forum, vol. 42, no. 2, 2013, pp. 3-29, https://ceaforum-ojs-
ttu.tdl.org/ceaforum/article/view/7018. Accessed 18 Oct. 2022.
In this article, Danielle Neilsen argues for the implementation of UDL in the First Year Composition (FYC) classroom. From an initial acknowledgement that UDL scholarship thus far has been primarily focused on students with disabilities, Neilsen builds a case for UDL as a method of removing barriers to access for all students. Much of the article is dedicated to Neilsen’s explanation of her own efforts to implement UDL in her course, which include utilizing options for representing and responding to information in a multiple ways (verbally, visually, and digitally); encouraging dialogue with students through email and individual conferences; and incorporating activities for a variety of group sizes. Nielsen also recognizes the limitations instructors may face in seeking to use the UDL framework: lack of technology access or knowledge, lack of usability of resources, and a lack of time or flexibility in the curriculum. For FYC teachers interested in implementing UDL in their courses, Nielsen’s article provides both a compelling argument for the practice and useful ideas for UDL-based strategies, activities, and solutions to use in the classroom.
Rose, David H., and Anne Meyer. Teaching Every Student in the Digital Age: Universal Design
for Learning. Association for Supervision and Curriculum Development, 2002.
This book is one of the foundational texts in the creation and spread of UDL as a framework for education. In it, Rose and Meyer describe the development and research behind UDL, followed by a breakdown of the framework and its practical applications in the classroom. Chapter 2 is particularly useful for educators, as it discusses the neuroscience that informs UDL and explains the three specialized brain networks (recognition, strategic, and affective) that serve as anchor points for the framework and practical applications addressed later in the book. The strategies and activities suggested in Chapters 4-7 may also be of interest, though it should be noted that some of the UDL checkpoints referenced are now outdated due to updates to the framework.
Teaching Application: Design an Ad Activity
Objectives:
Materials:
Activity Placement:
Activity:
Notes:
Rationale:
Connection to the UDL Guidelines:
Overview
The concept of Universal Design (UD) has its origins in the fields of architecture and engineering, as a practice of constructing buildings to be accessible to all users (Nielsen 5). In the late 1990s, however, this concept was adapted by the Center for Applied Special Technology (now called CAST) into a framework to be used in education: Universal Design For Learning, or UDL (Edyburn 33-34). At its core, UDL is intended to “ensure that all learners can access and participate in meaningful, challenging learning opportunities” by encouraging student autonomy and proactively “[removing] barriers to access” (CAST; Nielsen 7, quoting Ohio State University). In a universally designed classroom, flexibility is key: rather than “retrofitting” lessons to meet the needs of individual students, instructors intentionally design lessons that incorporate a wide variety of options for taking in, processing, and responding to information (Neilsen 5). This allows students to adapt their learning based on their interests, needs, and abilities, which both enriches the educational experience and makes the learning experience more accessible to all.
To aid educators in implementing UDL, CAST has composed the UDL Guidelines, a matrix of practical suggestions to be used to guide lesson planning and curriculum development. Through a series of principles, guidelines, and checkpoints of increasing specificity, the UDL Guidelines support instructors in providing multiple means of engagement, representation, and action and expression, so that students may choose the tools, strategies, and supports that work best for them. This kind of flexibility can include anything from choice in research topics to digital handouts with adjustable font size and color—it can even mean allowing students the option to compose a text using pencil and paper, word processing software, or speech-to-text tools. By giving students frequent opportunities to make choices about their own learning, we as instructors actually help them “maximize [their] ability to progress” (Rose & Meyer 70).
Annotated Bibliography
CAST. Universal Design for Learning Guidelines version 2.2. 2018, http://udlguidelines.cast.org. Accessed 20 Oct. 2022.
This website is the official site for CAST’s Universal Design for Learning (UDL) framework, which contains a number of resources for educators. On the site, users can find a description of UDL, as well as supporting research for both the framework and its various guidelines. Instructors interested in using UDL in their classroom will likely find the breakdown and explication of each aspect of the framework most useful, as these pages elaborate on the guidelines and checkpoints within the framework and provide suggestions for addressing each. For educators new to UDL in particular, the resources on the “Downloads” page (such as “Key Questions to Consider When Planning Lessons”) may be helpful as guidance for lesson planning.
Edyburn, Dave L. "WOULD YOU RECOGNIZE UNIVERSAL DESIGN FOR LEARNING IF YOU SAW IT? TEN PROPOSITIONS FOR NEW DIRECTIONS FOR THE SECOND DECADE OF UDL." Learning Disability Quarterly vol. 33, no. 1, 2010, pp. 33-41. ProQuest, https://www.proquest.com/eric/docview/233086355/fulltextPDF/1713C69F1A22402BPQ/1?accountid=14556. Accessed 6 Oct. 2022.
In this article, Dave L. Edyburn gives ten propositions as to the future of UDL, in order to highlight what he believes are its current (at the time) pitfalls and to suggest opportunities for strengthening the integrity of the framework in the 2010s. Edyburn begins by explaining the history of UDL and the general progress of the initiative from the late 1990s to late 2000s. In this section, he makes reference to the A3 Model, a useful way for instructors and schools to track and describe progress toward universal accessibility. Edyburn then discusses his ten propositions, pairing an "Observation" with a "New Direction" for each. This discussion is helpful for highlighting some of the misconceptions about UDL and clarifying the intention behind the conception and implementation of the framework. Though Edyburn's article was published in 2010, the issues raised are still relevant for instructors who seek to implement UDL.
Nielsen, Danielle. “Universal Design in First-Year Composition: Why Do We Need It, How
Can We Do It?” CEA Forum, vol. 42, no. 2, 2013, pp. 3-29, https://ceaforum-ojs-
ttu.tdl.org/ceaforum/article/view/7018. Accessed 18 Oct. 2022.
In this article, Danielle Neilsen argues for the implementation of UDL in the First Year Composition (FYC) classroom. From an initial acknowledgement that UDL scholarship thus far has been primarily focused on students with disabilities, Neilsen builds a case for UDL as a method of removing barriers to access for all students. Much of the article is dedicated to Neilsen’s explanation of her own efforts to implement UDL in her course, which include utilizing options for representing and responding to information in a multiple ways (verbally, visually, and digitally); encouraging dialogue with students through email and individual conferences; and incorporating activities for a variety of group sizes. Nielsen also recognizes the limitations instructors may face in seeking to use the UDL framework: lack of technology access or knowledge, lack of usability of resources, and a lack of time or flexibility in the curriculum. For FYC teachers interested in implementing UDL in their courses, Nielsen’s article provides both a compelling argument for the practice and useful ideas for UDL-based strategies, activities, and solutions to use in the classroom.
Rose, David H., and Anne Meyer. Teaching Every Student in the Digital Age: Universal Design
for Learning. Association for Supervision and Curriculum Development, 2002.
This book is one of the foundational texts in the creation and spread of UDL as a framework for education. In it, Rose and Meyer describe the development and research behind UDL, followed by a breakdown of the framework and its practical applications in the classroom. Chapter 2 is particularly useful for educators, as it discusses the neuroscience that informs UDL and explains the three specialized brain networks (recognition, strategic, and affective) that serve as anchor points for the framework and practical applications addressed later in the book. The strategies and activities suggested in Chapters 4-7 may also be of interest, though it should be noted that some of the UDL checkpoints referenced are now outdated due to updates to the framework.
Teaching Application: Design an Ad Activity
Objectives:
- Students will be able to design an ad for a product of their choice
- Students will be able to incorporate an example of each of the three rhetorical appeals (ethos, pathos, and logos)
- Students will be able to explain the intention behind their rhetorical choices, including the use of specific imagery, rhetorical appeals, and means of communication
Materials:
- Students
- Composing tools (device, paper, writing utensil, art supplies, etc.)
- Assignment sheet
- Instructor
- Directions slide
- Assignment sheet
Activity Placement:
- After instruction on rhetorical appeals (ethos, pathos, logos)
- (Possibly) after instruction on means of communication
- (Possibly) after instruction on visual rhetoric
Activity:
- Students are asked to imagine that they are in charge of advertising for a company. They have been tasked with creating an advertisement for a product of their choice
- This could be any number of things, like a favorite pair of shoes, favorite movie, or favorite food
- If students need more direction, suggestions may be given by the instructor--the more fun the better!
- Students create an advertisement for the product. This could be in a variety of formats, but the ad must include one example of each rhetorical appeal (ethos, pathos, and logos)
- Possible formats: storyboard, video, poster, billboard, written explanation, script, etc.
- Students annotate/include a brief explanation with their ad that explains the intention behind their rhetorical choices, including the rhetorical appeals, specific imagery, narrative, and means of communication
- This may also take a variety of forms, including comments on a video or document, a separate written explanation, a brief explanatory video, etc.
Notes:
- The directions for the assignment should be read aloud and projected on the screen, and a digital version of the assignment sheet should be provided. Additionally, the objectives for the assignment should be clearly visible and communicated to students.
- If students are overwhelmed by the process of creating the ad, it may be helpful to break the process into steps: brainstorm, plan, create, reflect
- Providing students with models (ads in a variety of formats) can help guide them in planning and creating their own ads, particularly if they are having difficulty getting started
Rationale:
- Having students both use and explain rhetorical strategies in their own ad supports their mastery of the concepts, as well as their understanding of multimodal rhetoric. Plus, it gives them a chance to be creative!
Connection to the UDL Guidelines:
- Objectives are clearly visible and communicated to students (Checkpoint 6.1)
- Directions are provided both verbally and visually, and in a format that students can modify (Checkpoints 1.1, 1.2, 1.3)
- Students are allowed to choose the topic and composition tools that best suit their abilities and interests (Checkpoints 7.1, 7.2, 5.1)
- Students must explain their rhetorical choices (Checkpoint 6.2)
- Activity may be broken into smaller steps to facilitate planning and composition (Checkpoint 3.3)
- Models may be provided to guide students in creating their ads (Checkpoints 3.1, 3.2, 5.3)