Universal Design for Learning uses inclusive instructional design principles to inform the planning, programming, and assessing stages of the teaching and learning cycle. This supports teachers to use evidence-based strategies and provide multiple options for students when planning teaching and learning experiences. Many of these practices are already used by teachers in NSW public schools.

About Universal Design for Learning

Universal design for learning is a planning framework that can be used for inclusive curriculum design.

History of Universal Design for Learning

It is based on the architectural principles of universal design used to minimise barriers and ensure access for all. These principles were developed in the 1980’s and are also known as a human-centred approach to design. Examples in everyday life include automatic doors, closed captions and ramps. For example, ramps are used by people in a wheelchair to access buildings and are also used by parents with prams and elderly people with walkers. This example demonstrates that what is essential for some can be useful for all.

In the same way, Universal Design for Learning can help all learners reach their full potential. Learners receive and process information in different ways, work at different rates, have varied family and cultural backgrounds and bring different knowledge and experience to their learning. It is important to plan, program, teach and assess using evidence-based practices that cater for the full range of students. Universal Design for Learning is a planning framework that impacts the design of all aspects of the learning environment.

Principles of Universal Design for Learning

There are three principles in the Universal Design for Learning framework (CAST 2023).

1. Provide multiple means of engagement to interest, motivate and challenge learners.

2. Provide multiple means of representation to give learners options to acquire information and knowledge from curriculum content.

3. Provide multiple means of action and expression for learners to demonstrate what they have learnt.

Use of these 3 principles by teachers in their curriculum planning practice can optimise learning for all students, not just the mythical ‘average’ learner. Teachers incorporate multiple means to represent lesson content and provide learners with a variety of options demonstrate their learning.

Using Universal Design for Learning

Universal Design for Learning supports inclusive practice. Every student learns differently, so teachers need to create flexible, barrier-free learning environments for all students to become successful, lifelong learners.

Benefits of Universal Design for Learning

Universal Design for Learning is a proactive planning approach that has benefits for all students (Spencer 2011) by:

• using a range of strategies that most teachers already have in their toolbox, (Leif et al. 2021).
• allowing ‘students to achieve success in the classroom through reducing barriers to learning’ (Levey 2020:8).
• improving student learning processes and engagement in learning for all students (Capp 2017; Spencer 2011).
• planning to optimise learning from the outset, reducing the need for differentiating and adjusting instruction to meet specific student learning needs.
• supporting teachers to design more flexible, inclusive learning experiences and environments.

Capp (2020:718), suggested focused, targeted professional learning helps increase teacher confidence to implement the principles of Universal Design for Learning (UDL). Teacher confidence to use the UDL framework in curriculum planning is linked to the professional learning they receive about UDL.

Inclusive curriculum planning

Inclusive curriculum planning using the three principles of Universal Design for Learning acknowledges learner variability and the potential impact this has on a student’s learning. The principles of engagement, representation and expression help identify and remove limitations allowing all students to thrive and reach their full potential (Barteaux 2014).

The literature suggests curriculum design based on the three principles:

• reduces learning barriers between students
• improves attitudes towards learning
• can be used with different modes of learning, including online learning

(Al-Azawei et al. 2016).

The Universal Design for Learning framework incorporates:

• high expectations
• quality teaching practices
• effective learning environments.

Curriculum planning using the Universal Design for Learning framework enables teachers to effectively address the diverse learning needs of all students and may, in the long term, lead to more efficient planning, programming and assessing practices.

Inclusive instructional design provides greater opportunity for learners to engage in learning and fully demonstrate their knowledge, understanding and skills. Using the Universal Design for Learning principles to proactively plan teaching and learning programs will reduce the need to retrospectively plan individual accommodations and personalised adjustments.

Professional learning

Curriculum planning for every student in every classroom professional learning supports K-12 teachers effectively plan to optimise learning for the full range of students.

Curriculum planning for every student in every classroom (AC00180) professional learning is available in MyPL.