1 UDL Guidelines

Emily Scida; Bethany Mickel; and Darla Benton Kearney

Universal Design for Learning (UDL) is a curriculum design, development, and delivery framework used to create equitable, inclusive, and accessible learning environments. UDL assumes all learning environments are diverse and that all learners have variable learning needs. UDL works to provide learning spaces (both physical and virtual) where all students can effectively learn, and demonstrate their learning while creating expert learners who are purposeful, motivated, resourceful, knowledgeable, strategic, and goal-directed.

Networks

UDL guidelines are based on the three primary brain networks shown in the slides below:

  • Affective networks – The “why” of learning
  • Recognition networks – The “what” of learning
  • Strategic networks – The “how” of learning

This slide show describes key facts about the brain from a UDL perspective. To advance to the next slide, click the blue progress bar at the bottom of the image or the small arrow next to the 1/3 text.

(CAST, 2018)

Creating learning experiences that activate these three broad learning networks is a useful pursuit for educators as it works towards the goal of expert learning. In addition, the UDL framework reminds us that all brains are variable and that monolithic “learning styles” do not actually exist. Instead, we know that each brain is processing information in complex and variable interactions between the various networks of the brain.

Principles

CAST has identified a series of principles to guide design, development, and delivery in practice to address each of the different networks:

  • Multiple means of engagement
  • Multiple means of representation
  • Multiple means of action and expression

Within each of these networks, there are checkpoints that emphasize learner diversity that could either present barriers to, or opportunities for, learning.

Let’s explore.

This interactive book describes examines the principles of UDL and provides actionable ways to integrate the principles into your OER or course design.  To view the examples, click on the > icon directly below each picture.  To advance to the next principle, click on the > icon in the lower right of the screen below the progress bar. 


(Adapted from an activity created by Seneca College; Humber College; Kenjgewin Teg; Trent University; and Nipissing University as part of the text, Designing and Developing High-Quality Student-Centered Online/Hybrid Learning Experiences which is licensed as CC-BY-NC).  

The UDL Guidelines (CAST)

Some UDL implementers prefer to download a PDF version of the UDL Guidelines with additional context.  To learn more about the UDL Guidelines from CAST, consider reviewing the interactive version and accompanying resources on Opens in a new tab.The UDL Guidelines website. The UDL Guidelines are consistently informed by user feedback and ongoing research.

To learn more about how educators are using UDL, we recommend viewing the following video:

 

Let’s Reflect

Before moving forward, pause and reflect on the following:
  • How do you envision UDL playing a role in your OER or Open Pedagogy development?
  • What aspects of UDL resonate most with your teaching or learning style?

Text Attributions

This content was adapted by Bethany Mickel and Emily Scida from Universal Design for Learning (UDL) for Inclusion, Diversity, Equity, and Accessibility (IDEA) by Darla Benton Kearney, which is licensed under a Creative Commons Attribution 4.0 International License

License

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UDL Guidelines Copyright © 2023 by Emily Scida; Bethany Mickel; and Darla Benton Kearney is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.