Universal Design for Learning

Universal Design for Learning (UDL)

Core concepts of UDL

Universality and equity

Teaching is tailored to draw on the strengths and meet the needs of all students


Awareness of the unique nature of each learner and the need to accommodate differences, creating learning experiences that suit individual learners and maximize their ability to progress


Plan learning opportunities that will extend the learning of all students, whatever their level of achievement, and help each one reach his or her potential.

Flexibility and inclusiveness

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Students are accommodated through:


A variety of teaching strategies and pedagogical materials that are relevant, engaging, and responsive to their learning needs


A variety of technological media and tools


Different types of assessment strategies. During assessments, students have access to the same supports that they have during instruction unless those supports undermine the purpose of the assessment.

Appropriately designed space

All students should have a clear line of sight.


All learning materials, including print, electronic, and interactive texts, are within comfortable reach of all student


There is adequate space for assistive devices or teacher’s assistants

Simplicity

Communicating consistent and achievable expectations


Collaborating with students to construct learning goals, using clear, student-friendly language


Arranging information sequentially to clarify its relative importance


Breaking instructions down into small steps


Providing descriptive feedback during the learning

Safety

A checklist to guide classroom practice

Use the class profile and plan from the outset to provide the types of learning materials, resources, and technologies that capitalize on the strengths and address the needs of all students.

Collaborate with students to construct learning goals. Check in with students to ensure learning goals are inderstood

Document and analyse evidence of student learning. Provide ongoing assessment.

Use a variety of teaching and learning materials that represent all modalities

Use multiple means of presentation, at various levels of difficulty, as appropriate for the students in the class (e.g., present information using visual, auditory, and kinesthetic formats during instruction). Make varied use of space.

Ensure adequate space and a minimum of distractions, so that students can concentrate on instructional elements.

Ensure that the classroom is a caring and safe learning environment.