2.5: Implementation of UDL

Learning Outcomes

An ideal place to begin with UDL implementation is by reviewing and refining the curriculum or course learning outcomes. Effective implementation requires content to have measurable and explicit learning goals/outcomes. Consider the following implementation steps for your context:

1. Review your learning outcomes/goals and refine them, if required
2. Brainstorm all of the different ways a learner could meet each learning outcome/goal
3. Refine your brainstormed list by considering possible barriers in your context. Ultimately, you want a list of UDL options you can actually offer
4. Embed those UDL options into your curriculum/course
5. Reflect

When using this approach for your UDL implementation, it is important to note that the application of UDL does not modify or provide options for the learning outcomes/goals. Instead, UDL encourages offering students options to obtain knowledge, as well as options to demonstrate their learning to meet those outcomes/goals.

Assessments

UDL can be implemented in diagnostic, formative, or summative assessment methods. UDL assessments are:

• Specific to the course learning outcomes
• Authentic and accurate, as the assessments are designed to measure the learning outcomes and not extraneous skills or knowledge
• Equitable and inclusive in that they provide options so learners can leverage their strengths to show their learning

The video, UDL and Assessment [3:09] by UDL On Campus (2014), offers a short, but detailed look at how UDL Guidelines can be included in assessments: 

Because UDL is not prescriptive regarding the types of assessments used, post-secondary educators have the flexibility needed to create assessments that are construct relevant and provide options to learners to demonstrate their mastery of the content. Below you will find some general tips to support applying the UDL Guidelines to assessments in your context:

• Provide varied assessment methods throughout the course, when you can
• Provide assessment options, when you can
• Provide submission options, when you can
• Base your rubric on the learning outcome/goal, not on the assessment method

You will notice the phrase “when you can” is used above. It is an important note as sometimes our assessments are based on factors that are external to our curriculum/course (e.g., preparing students for governing bodies, etc.).

A Process for Getting Started

Loui Lord Nelson developed a process for UDL implementation that both starts and ends with the essential element of UDL: Reflection focused on learners.

To view the steps of this process, navigate through the slides below using the blue progress bar at the bottom of the image or the small arrow next to the 1/6 text. Click the fullscreen button in the bottom right-hand corner for a larger view of the process.

(Nelson, 2014, p. 136)

Plus One Strategy

Thomas J. Tobin, UDL implementer and author, describes UDL as “…really just ‘plus-one’ thinking.” Meaning for each learning activity, assessment or interaction that learners have, try to “…provide one more way for that interaction to happen” (Battaglia, 2019). For those not sure where to begin with UDL implementation, the +1 strategy parses UDL “into manageable, approachable chunks” (Battaglia, 2019).

To apply the +1 approach, look at what you are already doing in your teaching and learning context and then add one more option for learners. For example:

• If you have provided an email address as a communication option for learners, add an online office hour
• If you currently post lesson content as a PowerPoint, post the same content as a Word document and link to a text-to-speech tool
• If you demonstrate a skill in a synchronous class/lab, add a video of the skill for learners to review

Planning

Once you have determined the best way to proceed with your UDL implementation, planning is essential to avoid some of the challenges with time noted earlier. Remember, the implementation of UDL is a dynamic process; small changes over time will ultimately create a course or curriculum that is more inclusive, equitable and accessible. The learning activity for this topic will walk you through your UDL implementation planning process.