UDL in Practice
Who should use UDL
- Instructors who are learning to teach
- Instructors who want to redesign courses and activities
- Putting traditional courses online
- Program directors and chairs interested in improving student outcomes
- Student services personnel who provide programs and activities to improve student success
How to use UDL
To get started implementing UDL in your curriculum, first ask:
- What is my goal? What do I want my students to do, know, or care about?
- What barriers might interfere with my diverse students reaching these goals?
To eliminate the barriers, apply the three UDL principles of engagement, representation, and action & expression that were covered in the previous lesson.
Accessibility and Accommodations
UDL is useful for both accessibility and accommodations. Accessibility is focused on populations and preparation. Products, events, and activities that are accessible reach the most people with the least modification. Accommodations are changes made to make a product, event, or activity fit an individual’s specific need. They are made in real time for known individuals. UDL for accessibility is in the design step, while UDL for accommodations is in the application step.
Arguments against UDL
- UDL began from a K-12 and special education history; not all people agree it belongs in higher education. There is a 2016 Chronicle article that makes this argument.
- Students sometimes perceive UDL’s choice features as a lack of direction and instructors will cite this problem.
- Instructors may argue it doesn’t apply to their particular field for specific reasons.
UDL Takeaway
- Flexible
- Research-based
- Learner-centric