UDL is not a technical intervention, it’s a cultural transformation.
What is UDL?
Download this handout for an overview.
Download 5 ways the UDL Framework supports the design of learning for ALL students in ALL contexts.
CAST describes UDL as "a framework to improve and optimize teaching and learning for
all people, based on scientific insights into how humans learn"*. It is the framework and foundation for designing and delivering instruction that supports all learners' variability, making it the best practice for teaching all students in an inclusive learning environment.
UDL believes that everyone is a variable learner and rejects the idea of an “average learner.” “Yet our educational system is designed around the idea that most people learn the same way and that a “fair” education is an identical one”*.
Dive Deeper: Todd Rose explains this concept in his
“Myth of Average."
UDL believes that barriers are in the environment and not the student. The learning context itself (e.g., the environment, the methods, the materials) effects whether an individual characteristic of a student becomes a barrier to learning, or not. Think of a student who is deaf. If a class is taught in spoken English only, this presents a barrier. If the same instruction is provided in sign language that barrier may be eliminated. The disability is contextual, and not inherent in a person. A major goal in implementing UDL is to remove barriers and design to the edges of your classroom.
Dive Deeper: Watch master educator Shelley Moore explain these concepts in “the Bowling Analogy”
UDL believes that all learners, to be successful, must learn and grow as learners, not just build content knowledge alone. Classrooms need to become hubs of expert learning, where teachers support students in mastering these outcomes by modeling and supporting skill building and internalizing these skills.
The GOAL of UDL is to create learners who are…
Purposeful & Motivated
Resourceful & Knowledgeable
Strategic & Goal Directed
CAST created the UDL Guidelines as a scaffold for teachers to use as they build flexibility into the learning environment. These guidelines are based on three principles that directly relate to the learning networks of the brain.
Teachers are GUIDED to provide students with…
Multiple means of
(The Affective Network)
Multiple means of
(The Recognition Network)
Multiple means of
Action & Expression
(The Strategic Network)
Each of the nine guidelines emphasizes areas of learner variability that could present barriers, or in a well-designed learning experience, present leverage points and opportunities to optimize engagement with learning*.
It is important not to regard UDL as a “checklist.” In a UDL environment, because teaching is an iterative design process, where teachers are constantly thinking about how and why they are designing and delivering instruction while they reflect on how students are learning. The checkpoints under each guideline provide concrete suggestions for how to address and plan for the systematic variability that exists within any given classroom. These checkpoints or strategies are “based on a multiyear review of thousands of research articles that identified specific experimentally validated instructional techniques, adaptations and interventions”*.
An interactive version or printable version of the UDL Guidelines can be found at http://udlguidelines.cast.org/.
The research behind each checkpoint or strategy can also be
found in the “research” link on each checkpoint.
Click on the graphic to learn more.
Everyone is a genius, but if you judge a fish on its ability to climb a tree, it will live its whole life believing that it is stupid.