Universal Design for Learning: Inclusive Strategies for All Learners
Universal Design for Learning: Inclusive Strategies for All Learners
By: Dr. Betsy Rosenbalm, Regional Director at App State
Featuring: Karla Causey, BT at American Renaissance Charter School in Statesville, NC
The Universal Design for Learning (UDL) Framework emphasizes that designing instruction for one student often benefits many—or even all—students in the classroom. This idea stems from architecture, where accessibility features like elevators or wider restroom stalls, originally designed for people with disabilities, prove useful to everyone and can be used by all people without requiring special adaptations or accommodations (The Center for Universal Design, 1997). Similarly, offering multiple means of representation, engagement, and action/expression helps all learners access and express content in ways that align with their unique needs and strengths. When applied to the context of a classroom, the goal of universal design is to proactively create flexible learning materials and methods that can be used by a diverse range of students (Johnson & Fox, 2003) in a way that need not be altered retroactively to accommodate excluded students (Hockings, 2010:3-4).
Multiple Means of Action and Expression
When designing assignments, it’s crucial to provide students with different ways to access the curriculum and demonstrate their learning. This is the essence of offering multiple means of action and expression. For example, English learners who may write well but are uncomfortable speaking in large groups might prefer sharing thoughts in smaller settings, recording responses via video, or posting in online discussion forums. These alternatives provide safe, flexible options for participation.
Assistive technologies, such as Grammarly for writing or video and podcast tools for creative assessments, can support students in building confidence and fluency. Chunked assignments with audio support or transcripts further aid students in processing and applying knowledge. By offering various ways for students to show what they know, we foster self-efficacy and promote authentic success.
Multiple Means of Engagement
Engagement is key to sustained learning. When students are given autonomy in how they learn and show mastery, they often invest more effort and show greater persistence. Offering voice and choice in assignments—tailored to their interests, strengths, or cultural backgrounds—helps make learning more meaningful. This empowerment can significantly improve motivation and long-term success.
Multiple Means of Representation
Students with limited vocabulary or background knowledge may benefit from varied resources that enhance comprehension. Providing materials in audio, visual, and written formats—before, during, and after lessons—supports understanding and retention. A flipped classroom model, where students access multimedia content ahead of time (before coming to the carpet, table, or hot seat), allows them to preview and organize ideas before group discussions. Supplementing lessons with videos, graphic organizers, and slides ensures continued access to content, reinforcing learning through repetition and different modalities.
Students as Assets
Students of all backgrounds and learning needs bring valuable strengths to the classroom. Their lived experiences, cultural heritage, and unique ways of thinking should be integrated into class discussions and assignments. Recognizing students for their resilience, goal-setting, and determination builds a supportive, inclusive classroom culture. Providing encouragement, flexible deadlines, and grace when needed ensures all students feel seen and valued.
When educators design instruction with flexibility and inclusivity in mind, they create classrooms where all students can participate meaningfully. Honoring diverse skills and identities turns classrooms into spaces of growth, collaboration, and mutual respect.
Spotlight on a Teacher:
Meet Karla Causey, a BT 2 who teaches second grade at American Renaissance Charter School in Statesville, NC!
Question 1: Universal Design for Learning is a framework that provides access to the curriculum for all students, no matter what their abilities are. Can you share about a student or group of students that require you to modify assignments or activities based on the need for a different type of representation in your classroom (visuals, hands on manipulatives, or assistive technology, etc)?
Answer 1:I have a student who doesn’t have an IEP, but she needs differentiated assignments, and so I provide that support for her. First, I give her movement breaks on a timer and flexible seating options that allow her to be more comfortable while she is trying to complete her work. I have decided to modify her assignments because I notice that she does better when her assignments are spaced out more, allowing her to consume more information better. I also print her assignments in a bigger font and highlight only the problems or work I want her to do.
Question 2: Can you share about a time when you modified an assignment for a student and they were then able to engage in your lesson successfully?
Answer 2: Just this week, I provided more hands-on activities for that same student with two-dimensional objects in geometry, and she was able to answer a question correctly because she was more engaged in math class. Her classmates were so proud of and excited for her, and she was so proud of herself!
Question 3: Lastly, do you have a favorite tool or “teacher hack” you use when differentiating instruction for your students? If so, please share!
Answer 3: I use AI tools to help me modify and differentiate assignment difficulty levels, such as Spark Studio by IXL. I have also used Magic School and Chat GPT. Those tools help me to modify a text to a lower reading level or a higher reading level. I place my decodable reader for the week into an AI program and can increase or decrease the reading level and comprehension questions, based on students’ academic levels. These are tools that are beneficial, but they are not foolproof. These shortcuts help me get started on differentiating for my students, and they allow me to just check and tweak the texts as I need to. These tools are time savers, for sure!
Figure: The three principles of UDL. (Adapted from: Rose et al., 2006)
Hockings, C. 2010. Inclusive learning and teaching in higher education: A synthesis of research. Available: https://www.heacademy.ac.uk/system/files/inclusive_teaching_and_learning_in_he_synthesis_200410_0.pdf [2017, July 26].
Johnson, D. & Fox, J. 2003. Creating curb cuts in the classroom: Adapting Universal Design principles to education. In Curriculum transformation and disability: Implementing universal design in higher education. J. Higbee, Ed. Minnesota: Center for Research on Developmental Education and Urban Literacy, University of Minnesota.
Rose, D., Harbour, W., Johnston, C.S., Daley, S. & Abarbanell, L. 2006. Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability. 19(2):1-27.
The Center for Universal Design. 1997. The principles of universal design (version 2.0). Raleigh: North Carolina State University.