Universal Design is a concept that originated in the field of architecture with the goal of designing products and spaces that could be used to the greatest extent possible by anyone, regardless of their age, status, or ability. Universal Design for Learning (UDL) applies the principles of Universal Design to teaching and learning.
Key to the concept of universal design is the idea of “multiples.” The common red, octagonal stop sign is a great example of how designers use multiples to increase access – in this case, the designers used text, color, and shape to convey information. Those who can’t read the text can take cues from the color and shape. Those who are colorblind can take cues from the text and shape.
By providing multiple ways to access and engage information, UDL increases the likelihood that a more diverse range of learners can succeed. Given the diverse needs humans bring to learning, this use of multiples means that UDL-designed courses are more likely to better serve more people.
Instructors committed to UDL offer their students:
- Multiple means of representation
- Multiple means of engagement
- Multiple means of action and expression
Adopting UDL with the Plus One (+1) approach
Using a “+1 approach” can ease the process of redesigning your course with UDL in mind.* In the +1 approach, instructors identify a small adjustment they can make to improve students’ access to course concepts and materials. One way to start this process is to identify a “pinch point” where students consistently face challenges accessing materials, applying a concept, or demonstrating a skill. The +1 approach encourages instructors to add just one more option at common student pinch points.
Here are some examples of how instructors might take a +1 approach to UDL:
UDL recognizes that there is no one single way of representing information that works well for everyone. Therefore, presenting course content and information in multiple formats makes it accessible to a greater number of learners.
+1 examples:
- Incorporate a graphic/image when explaining a concept. For example, when discussing a timeline of events, include a graphic of the timeline.
- Provide a case study and/or example that relies on a narrative to help students better understand a challenging concept.
UDL acknowledges that there is no single way of engaging students that will work well for all. To make information more accessible to all learners, instructors can stimulate learners’ interests and motivation for learning in multiple ways.
+1 examples:
- Offer students multiple opportunities to participate in class discussions. Consider providing time for students to discuss course topics in small groups, with a partner, or in an online discussion board.
- Encourage students to think about how a topic is relevant to their lives and future goals. Consider assigning a metacognitive activity that asks students to connect a topic to an interest outside of class or their desired career.
UDL recognizes that students benefit from different ways to express their learning. Providing different types of assessments throughout a course can give all learners opportunities to showcase their strengths and work on their growth.
+1 examples:
- Incorporate different kinds of formative assessment to offer students opportunities to show what they know. For example, consider using in-class polls, entry/exit tickets, and think-pair-share activities.
- Develop assignments and assessments that provide students with choices. For example, if a learning goal for a course is to demonstrate the ability to analyze a topic, give students the option to choose whether to write a paper, develop a presentation, record a podcast, etc.
Additional resources:
- CAST UDL guidelines
- Teaching@UW, “Teaching students with disabilities”
- UW Disability Resources for Students, “Faculty responsibilities”
- Video of Thomas Tobin explaining the +1 approach
*The “Plus One Approach” was originally developed by Thomas Tobin and Kirsten Behling.