Home Academy for Learning & Teaching Excellence Curriculum framework Inclusive Universal Design for Learning

Universal Design for Learning

What is UDL?

Universal Design for Learning (UDL) is a framework to improve and optimise teaching and learning for all people, based on scientific insights into how humans learn. UDL is an approach to learning and teaching that incorporates a variety of options to allow it to be accessible and inclusive for all students, removing barriers to learning

It was developed by the Center for Applied Special Technology, now known as CAST, a non-profit education research and development organisation.

The framework is now used around the world to make learning more inclusive and transformative for everyone

Benefits of implementing UDL

When principles from the UDL framework are integrated into the design phase of course development, the curriculum is automatically shaped, from the outset, to meet the needs of the maximum number of learners. Providing multiple means of engagement and representation may also help to ease the burden of digital poverty. These alternative options also better support students' learning preferences and mobile learning.

It shows students that the university cares about their diverse backgrounds, which can contribute to student engagement and retention, and feeling that they belong.

Educators who implement UDL often find:

  • A reduction in the need for, and time required to arrange, individual learning and assessment accommodations.

  • The proactive approach supports planning for every learner – not just those with identified learning differences.

  • Greater opportunities for students to fully, and more accurately, demonstrate their knowledge.

  • Students who become more self-aware and knowledgeable learners.

  • Improved access and inclusion in their teaching and learning spaces.

UDL guidelines

Guidance related to UDL is available via the CAST website. This includes a set of UDL Guidelines which provide a tool used in the implementation. They offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

The Guidelines are broken down into 3 areas - what, how and why.

Recognition networks: the WHAT of learning

Representation: For resourceful, knowledgeable learners, present information and content in different ways. Learners differ in the ways that they perceive and comprehend information presented to them; providing options for representation is essential.

Principle: Provide multiple means of Representation


Guideline 1: Perception – interact with flexible content that doesn't depend on a single sense like sight, hearing, movement or touch

  • Offer ways of customising the display of information
  • Offer alternatives for auditory information
  • Offer alternatives for visual information


Guideline 2: Language and symbols – communicate through languages that create a shared understanding

  • Clarify vocabulary and symbols
  • Clarify syntax and structure
  • Support decoding of text, mathematical notation, and symbols
  • Promote understanding across languages
  • Illustrate through multiple media


Guideline 3. Comprehension – construct meaning and generate new understandings

  • Activate or supply background knowledge
  • Highlight patterns, critical features, big ideas, and relationships
  • Guide information processing and visualisation
  • Maximise transfer and generalisation

Strategic networks: the HOW of learning

Action & Expression: For strategic, goal-directed learners, differentiate the ways that students can express what they know. Learners differ in the ways that they can navigate a learning environment and express what they know; providing options for action and expression is essential.

Principle: Provide multiple means of Action & Expression


Guideline 4: Physical action – interact with accessible materials and tools

  • Vary the methods for response and navigation
  • Optimise access to tools and assistive technologies


Guideline 5: Expression & Communication – compose and share ideas using tools that help attain learning goals

  • Use multiple media for communication
  • Use multiple tools for construction and composition
  • Build fluencies with graduated levels of support for practice and performance


Guideline 6. Executive functions – develop and act on plans to make the most of learning

  • Guide appropriate goal setting
  • Support planning and strategy development
  • Facilitate managing information and resources
  • Enhance capacity for monitoring progress

Active networks: the WHY of learning

Engagement: For purposeful, motivated learners, stimulate interest and motivation for learning. There is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.

Principle: Provide multiple means of Engagement


Guideline 7: Recruiting interest – spark excitement and curiosity for learning

  • Optimise individual choice and autonomy
  • Optimise relevance, value and authenticity
  • Minimise threats and distractions


Guideline 8: Sustaining effort & persistence – tackle challenges with focus and determination

  • Heighten salience of goals and objectives
  • Vary demands and resources to optimise challenge
  • Foster collaboration and community
  • Increase mastery-oriented feedback


Guideline 9. Self-regulation – harness the power of emotions and motivation in learning

  • Promote expectations and beliefs that optimise motivation
  • Facilitate personal coping skills and strategies
  • Develop self-assessment and reflection