3.1 UDL principles
The universal design for learning (UDL) framework is defined by its focus on supporting the multitude of ways in which learning takes place. Figure 1 illustrates the three principles upon which it is based.
Figure 1: The three principles of UDL. (Adapted from: Rose et al., 2006)
These principles are explored in turn in detail in the sections to follow.
3.1.1 Multiple means of representation
The first principle of UDL addresses the multiple formats through which information may be presented to students. This is based on the multitude of ways in which students perceive and comprehend information, due to a variety of physical, cognitive, and psychosocial reasons that exist on a spectrum or continuum. For students with visual or auditory impairments (for example, being deaf or blind), there are formats that are entirely inaccessible. For students with differing cognitive strengths and deficits (for example, dyslexia), certain formats provide more access than others. Within learning contexts, it is more common for students to have had varying degrees of exposure to the primary language of instruction, cognitive strategies, or culture of the learning environment in which they find themselves. Information that is presented in a format that speaks to a common background or prior knowledge, based on the teacher’s assumptions, may be inaccessible to these students (Rose et al., 2006:3).
Beyond information representation, the first UDL principle is also concerned with how students use the information they are presented with in the construction of their own knowledge. This principle, therefore, also looks at methods of instruction, and how best to ensure that all students have access to how concepts and ideas are emphasized, connections are made, and inquiry is modeled (Rose et al., 2006:3).
3.1.2 Multiple means of expression
The second principle of UDL accounts for various methods through which students express their knowledge and comprehension. Because students differ in their (motor) skills and capacities for action in different domains, it is important to allow them to express themselves through the domain with which they are the most comfortable. As with accessibility to formats of information, differences in means of expression are due to a spectrum of physical, cognitive, or ability-related reasons. On one end of the spectrum, students with inhibited motor capability (for example, muscular dystrophy) will require different tools and actions through which to construct and express knowledge. On the other end, there may be students who are more comfortable with and adept at expressing themselves through drawing, and may be unable to achieve that same level of expression through other mediums, such as writing or communicating verbally (Rose et al., 2006:4).
To be effective in your teaching, it is crucial to not only allow students differing means of expression, but to also to provide adequate scaffolding and support that is specific to their chosen method of expression. This is to ensure students continue to develop and nurture their skills within that medium and build upon their existing knowledge and competencies. This may come in the form of providing students with a high level of mastery in a subject with the opportunity to partake in advanced discussions, or providing more contextual information to students who are struggling in their comprehension, for example (Rose et al., 2006:4).
3.1.3 Multiple means of engagement
The third and final principle of UDL speaks to the various ways in which students may need or choose to engage with the learning experience. This may be determined by, and in turn determine, their motivation to learn (Rose et al., 2006:4). As discussed in Module 2, this motivation may be internal and external. In this context, there are three overarching themes that may determine how much a student engages with the learning experience:
- Spontaneity and novelty: These learning environments may highly engage some students (for example, those with ADD or ADHD) and disengage others (for example, those who are autistic or have Asperger’s Syndrome).
- Risk and challenge: These learning environments may motivate some students, but demotivate those in need of safety and support.
- Dynamism and collaboration: These learning environments may be overwhelming and off-putting to students who prefer individual learning experiences, but beneficial to those who excel in dynamic social learning environments.
(Rose et al., 2006:4)
As there is no unified method that will adequately support this range of students, it is important to tailor learning experiences to encourage various types of engagement. It is also important to encourage students to develop internal structures and motivations that will encourage their continued participation and dedication to the learning environment, beyond what you as a teacher are able to provide. This can be done using the UDL guidelines shown in Figure 2.
Figure 2: The universal design for learning guidelines. (Source: CAST, 2011)