Universal Design for Learning – Can Your Course Meet the Needs of Your Learners?
This tool has been created with the assistance of Jana Wells and Shana Molto, Learning Technology Specialists at Centennial College.
Most of us are comfortable with the term ‘accommodation’ and how it applies to our work as faculty. We understand that our role is to provide individuals who meet specific criteria with adaptions to our teaching and evaluation strategies, allowing them equitable access to student opportunities. When providing accommodation with a student, this represents an individualized approach. We are presented with a specific situation and in response, provide an individualized solution. This differs from the principles of Universal Design for Learning (UDL).
An approach based on the principles of Universal Design is proactive and strives to plan for classroom (online and face-to-face) and learning experiences that are usable by most. The Universal Design for Learning Framework was developed by CAST, a non-profit education research and development organization whose mission is to “transform education design and practice until learning has no limits.” CAST defines Universal Design for Learning (UDL) as a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn (CAST 2017). The UDL is important because it equalizes the learning experience for most student by removing the need for some students to ask for accommodation. By designing the learning experiences so that all students have access to them, faculty are proactively creating an opportunity for all students to reach their learning goals. CAST divides the Universal Design for Learning Framework Guidelines into three prongs, Engagement, Representation, and, Action or Expressions. These are the why, what and how of learning and the guidelines encourage faculty to provide multiple ways within each.
Consequently the application of UDL principles is holistic and encompasses the entire course structure, including the design of the course materials, offering of student supports, teaching, and assessment methodology. To gain more in-depth knowledge on UDL, visit The UDL Guidelines by CAST.
For more information on considering accessibility during the specific process of designing your course, please see the chapter Accessible Course Design provided in this Pressbook.
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