Universal Design for Learning

Universal Design for Learning (UDL) provides a comprehensive framework for structuring meaningful and challenging educational activities that meet diverse learning needs. Similar to the principles of Universal Design, this framework supports creating opportunities to improve learning for all, thereby reducing the need to make accommodations for individual students. UDL empowers students to become stewards of their own learning. The UDL framework creates a classroom culture that fosters the development of expert learners that are motivated, knowledgeable, and goal-directed (CAST.org, 2022). 

The UDL framework is based on the following three principles to facilitate accessible and meaningful learning activities and environments.

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CAST (2018). Permission granted from CAST.org

Contributors

Heather Panczykowski, DHSc., OTR/L, FAOTA
Assistant Professor
East Carolina University

Lynne Murphy, EdD, OTR/L
Associate Professor
East Carolina University

Suggested APA citation

Panczykowski, H., & Murphy, L. (2023, August 7). Universal design for learning. International Clinical Educators, LLC. https://faculty.icelearningcenter.com/resources/universal-design-for-learning

References

Beck Wells, M. (2022). Student perspectives on the use of universal design for learning in virtual formats in higher education. Smart Learning Environments, 9(37), 7-12. https://doi.org/10.1186/s40561-022-00218-6

Bedrossian, L. (2018). Understand and promote use of universal design for learning in higher education. Disability Compliance for Higher Education, 23(10), 7–7. https://doio.rg/10.1002/dhe.30435

Black, R. D., Weinberg, L. A., & Brodwin, M. G. (2015). Universal design for learning and instruction: Perspectives of students with disabilities in education. Exceptionality Education International, 25(2), 1–16. http://ir.lib.uwo.ca/eei/vol25/iss2/2/

Capp, M. J. (2017). The effectiveness of universal design for learning: A meta-analysis of literature between 2013 and 2016. International Journal of Inclusive Education, 21(8), 791–807. https://doi.org/10.1080/13603116.2017.1325074

CAST (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. Wakefield, MA: Author.

Coffman, S. (2022). Universal design for learning in higher education: A concept analysis. Teaching and Learning in Nursing, 17, 36-41. https://doi.org/10.1016/j.teln.2021.07.009

Cumming, T. M., & Rose, M.C. (2021). Exploring universal design for learning as an accessibility tool in higher education: A review of the current literature. The Australian Educational Researcher, 49, 1025-1043. https://doi.org/10.1007/s13384-021-00471-7

Gunderson, J. (2022). Podcasting in higher education as a component of universal design for learning: A systematic review of the literature. Innovation in Education and Teaching International. 1-11. https://doi.org/10.1080/14703297.2022.2075430

Murphy, L., Panczykowski, H., Fleury, L., & Sudano, B. (2020). Implementation of universal design for learning in occupational therapy education. Occupational Therapy in Health Care, 34(4), 291-306 https://doi.org/10.1080/07380577.2020.1780663

Rao, K., Edelen-Smith, P., & Wailehua, C. (2015). Universal design for online courses: Applying principles to pedagogy. Open Learning, 30(1), 35-52. http://dx.doi.org/10.1080/02680513.2014.991300