Universal Design for Learning is not a new concept, but I was only vaguely aware of the term before now. Universal Design for Learning (UDL) is based on the three principles of representation, action and expression, and engagement. These guidelines account for learner variability and reduce barriers to learning (Rao, et. al.). Since educators are tasked with meeting a wide variety of student needs (and often feel as if they are stretched too thin to accommodate all the needs), incorporation of digital tools can make the job easier for all involved. In this article, Rao, et.al, state that students with disabilities often have challenges in the areas of academic, executive function, and learning behaviors. Educators can begin to address these challenges by asking two questions: what are the barriers and how can digital tools be paired with instructional strategies to support this student? These strategies and tools are separated by the UDL principles listed above. For representation, the authors provide examples of tools to support comprehension, such as text-to-speech options, at-a-glance snapshots of instructions, short screencasts to provide explanations, chunking information, and providing a resource bank. They also mention the importance of the student’s adults being aware of how these supports help their student. When discussing action and expression, it is important to give students multiple ways to demonstrate their knowledge. For example, many students with executive function difficulties may struggle with writing, especially the initiation portion. Digital tools may support and scaffold these skills (such as allowing students to plan and organize in incremental chunks) or to respond in alternative formats. In order to support engagement online, various ideas on how to develop self-directed learners are provided, such as allowing students to articulate what they know with a “how to” video or slide presentation.
UDL allows educators to meet the individual needs of students and reduce barriers the students may face. Students benefit by becoming self-directed, lifelong learners. Also, by encouraging our students to be comfortable and adept at technology, we’re narrowing the digital divide that exists. In order for this to happen, educators must assess new tools, determine what will work for their students, and design lessons that integrate these tools while still supporting the learning objectives. I do believe this is naturally easier for some educators; however, with practice, we can all become better at implementing UDL principles using digital tools. For example, in an upcoming lesson, my students will be learning more about national parks and rivers, which is a 4th grade Social Studies standard. The students will blend real-world and academic skills by giving (recorded) directions to the lodging option of their choice, and eventually, they will design an invitation that might persuade a guest to join them. This invitation will allow the student to showcase what they know about features of the Buffalo River, which is the closest national river. Students will have the opportunity to use their own creativity but also to make the assignment their own. Students who prefer a narrative style can do so with their invitation. Those who prefer a graphic or visual representation of the locale may choose to incorporate pictures of the area.
In the real world, we often approach tasks and projects in our own way, utilizing features of UDL allows students to do the same. UDL appears grounded in facets of metacognition. When students know what they know and know how they learn, then they can very much direct their own learning. Ultimately, educators can only be responsible for a brief period of a student's education, and UDL allows us to teach each of these students to the best of our abilities and prepare them to be the wise individuals we know they can be.
Sources
CAST. (2018). Universal design for learning guidelines version 2.2. UDL Guidelines. https://udlguidelines.cast.org/
Rao.K., Torres, C., & Smith, S. (2021). Digital tools and UDL-based instructional strategies to support students with disabilities online. Journal of Special Education Technology, 36(2), 105-112.
U.S. Department of Education, Office of Educational Technology, Artificial Intelligence andFuture of Teaching and Learning: Insights and Recommendations, Washington, DC, 2023.
