UDL: Universal Design for Learning

Curriculum is usually not constructed with the student in mind. Content and data are driving change in curriculum and education today. My undergraduate methods courses focused on standards, objectives, and assessments. Accommodations and diversity were often viewed as afterthoughts or add-ons. The premise of standardized testing is that there is a standard kind of student or a standard kind of answer. Science is reminding us everyday that variability is the norm, in the workplace and in the classroom. We each have a unique blueprint for optimal learning. The current inflexible curriculum does not take into account the vast variety in learning styles and preferences. The current curriculum is inefficient, ineffective, and failing a good percentage of our students. Those that work to retrofit the curriculum after the fact are trying to help students in any way they can, but unfortunately they are waging a losing battle. Because of the sheer vastness of variety, trying to patch or alter the curriculum for students who are failing will be an ever continuous job. The fact is that standardized testing and an inflexible curriculum are here to stay (for now!). As educators, can we make wiser decisions about HOW to implement the curriculum in our classroom? How can we make developmentally appropriate choices for our students to help prepare them for standardized testing while meeting their individual needs? UDL is a tool that can assist educators with their decision making to help reach a broader set of students with a broader set of knowledge.

As mentioned earlier, variety is the only standard. We know that students and their learning needs will continue to be diverse. The most efficient way to meet individual needs is to start from the beginning by creating a curriculum that is inclusive and flexible. That would be the ideal situation. Unfortunately, many teachers are forced to teach the district or state curriculum. Teachers in turn, then, force learners to fit into a mold that is mandated by the state. This is a disservice to all students because it creates barriers to learning and does not allow for multiple means of representation, multiple means of expression, or multiple means of engagement. Working within the parameters of their own curriculum, teachers need to evaluate the strengths and weaknesses of their own pedagogy when teaching content. The ‘what’ has already been decided for us via the curriculum. The ‘how’ is up to us and we can feel empowered to make the best decisions for all of our students. The benefits to this approach are that teachers can feel in control of their own decisions in the classroom and know that by following the UDL guidelines they can make the content more accessible to all students. In contrast, teachers may also feel overwhelmed by the important decisions that they have to make in regards to what goes on in their classroom. This kind of teaching will require additional time and effort, especially in the planning phase. Teachers will need to develop a network of tools and resources that they can access for sharing with students. Thankfully, the digital revolution makes this process much easier for teachers today.

I have a great personal interest in curriculum development, especially as it pertains to brain-based research and motivation. I believe that the UDL guidelines can help failing students succeed and help average teachers become great. I think the challenge lies with teachers and their preconceived notions, as this way of thinking varies greatly from what the state and districts are cramming down our throats. As educators, we need to feel confident that our decisions are based on what is best for ALL our students!

So with this in mind, I enhanced one of my lesson plans to include some of the UDL guidelines.

UDL Checklist 
UDL Enhanced Lesson Plan