Rooted in research from neuroscience and education, UDL focuses on reducing barriers by offering multiple ways for students to access information, participate, and demonstrate their learning.
CAST is a non-profit research and development organization that developed and advocates for the UDL framework. Their latest version, UDL 3.0, places a stronger emphasis on learner agency, where students have opportunities to make decisions about how they engage with course materials, how they process ideas, and how they show their learning, while still meeting course goals.
- Design Multiple Means of Engagement
The associated brain network is the emotion center of the brain called the Affective Network (CAST.org resource Design Multiple Means of Engagement)- Addresses bias, distractions, and threats to the learning environment by creating community agreements for learning.
- Clarifies why the topic being addressed matters to the big picture of the course
- Increases student interest in the course topic by sharing your enthusiasm and joy for your discipline.
- Provides prompts and opportunities for individual and group opportunities for reflection
- Design Multiple Means of Representation
The associated brain network is memory, referred to as the Recognition Network (CAST.org resource Design Multiple Means of Representation)- Uses examples and research articles from a variety of identities and sources
- Finds visuals that represent diverse backgrounds, languages, and cultures
- Uses videos to illustrate concepts with closed captioning
- Creates connections to students’ prior experiences or interests
- Design Multiple Means of Action and Expression
The associated brain network is the frontal lobe where problem solving and critical thinking take place called the Strategic Network. (CAST.org resource Design Multiple Means of Action and Expression)- Uses movement and technology to create options for expressing learning
- Uses accessible document practices to ensure all students can use the materials
- Allows for participation in class in a variety of ways, including verbal, written, and images
- Clarifies course and learner goals with opportunities to monitor progress
Ideas of Where to Start: Small First Steps
| Small Teaching Move With Related UDL Checkpoint | UDL 3.0 Principle |
|---|---|
Start class with a short “why this matters” explanation connecting content to real-world or disciplinary relevance Welcoming Interests and Identities (7.2) – Optimize relevance, value, and authenticity | Engagement |
Invite brief, optional, student feedback mid-semester about what’s helping their learning and what’s causing confusion Emotional Capacity (9.3) – Promote reflection; Sustaining Effort and Persistence (8.5) – Offer action-oriented feedback | Engagement |
Replace a single high-stakes participation grade with multiple ways students can participate (e.g., discussion board posts, short reflections, in-class contributions) Interaction (4.1) – Vary methods of response; Expression and Communication (5.1) – Use multiple media for communication | Engagement / Action and Expression |
Clarify new vocabulary or discipline-specific terms before or during instruction (e.g., key terms slide, glossary, or quick definitions at start of class) Language and Symbols (2.1) – Clarify vocabulary and structures |
|
Use real-world examples or case studies from multiple perspectives (e.g., different cultural, geographic, or industry contexts) Perception (1.3) – Represent diverse perspectives and identities |
|
| Scaffold reading-heavy weeks with a short instructor-recorded video overview of main ideas and takeaways Building Knowledge (3.4) – Maximize transfer and generalization |
|
For writing-heavy assignments, provide sentence starters or organizational templates Expression and Communication (5.3) – Build fluency with graduated support for practice | Action and Expression |
Common Questions about UDL in Higher Education
Q: Does UDL change my course goals or lower expectations for students?
A: Not at all. UDL is about offering different ways for students to work toward the same learning goals. It focuses on flexibility in how students engage with content, process information, and demonstrate understanding, and not on changing what students are expected to learn.
Q: How is UDL different from disability accommodations?
A: Accommodations are individualized adjustments made after a student requests support. UDL is built into the design of the course and aims to reduce common barriers for all students, including, but not limited to, disabled students.
Q: What if I don’t have the capacity for a course redesign?
UDL does not require starting from scratch! Instructors often start by identifying one place in the course, like a reading, assignment, or participation activity, then adjusting that activity, assignment, or resource, to reduce barriers. See Lang’s Small Changes book?
Resources
CAST (Center for Applied Special Technologies)
CAST: UDL on Campus
CAST: UDL Guidelines
CAST: What Is UDL?
CAST Book: Universal Design for Learning: Theory and Practice