3. Universal design for learning (UDL) framework
The universal design for learning (UDL) framework arose as an extension of the universal design concept as it is used in architecture. In an architectural context, universal design refers to the design of tools, products, and spaces that are accessible to, and can be used by, all people without requiring special adaptations or accommodations (The Center for Universal Design, 1997). When applied to the learning context, the aim of universal design is to create flexible learning materials and methods that can be used by a diverse range of students (Johnson & Fox, 2003). This is preferable to designing learning materials and methods that need to be altered retroactively to accommodate excluded students (Hockings, 2010:3-4).
Note:
Although the UDL is based on the architectural concept, the principles that underpin architectural universal design are not wholly transferable or applicable to learning contexts. UDL is concerned with not only providing access (to information), but also to support individuals (and facilitate continued knowledge creation and skill acquisition) (Rose, Harbour, Johnston, Daley & Abarbanell, 2006:2).
The aim of the UDL framework is to support and encourage the learning of individuals with as wide a range as is possible. As such, UDL makes both information (learning materials) and pedagogy (methods of teaching and learning) accessible (Rose et al., 2006). The following sections look at the principles of the UDL framework, and how UDL may be applied within the context of higher education.