Universal Design for Learning (UDL) - Background

Note that the source for some materials from this section is CAST, Inc., (2009) Links to an external site..

Students in today's classrooms present a wide mix of abilities and learning needs: e.g.: differing degrees of readiness and background knowledge, varied educational and cultural experiences, differing rates of skill acquisition (either gifted or special needs), and broad diversity in the ability to maximize learning through traditional educational methods and materials. Schools in the past several years have made accommodations for student diversity and have modified curriculum expectations to address this diversity. By contrast, today’s educators are expected to ensure that all students achieve the same rigorous high standards and that all students have access to the general education curriculum, actively participate and make progress in this curriculum. This is the challenge that educators in 21st century classrooms face. The methods, materials, and assessments of yesterday are no longer sufficient to address diverse student populations; the educational paradigm of yesterday is no longer effective to address the diverse needs of all students.  

Universal Design for Learning (UDL) is a response to this challenge and requires a paradigm shift from a traditional approach of modifying curricula based on the individual needs of students to planning curriculum from the start to meet the diverse needs of all students. UDL identifies the primary obstacle to achievement for many students as inflexible, “one-size-fits-all” curricula. Typically, curricula are designed to meet the needs of the broad middle range of learners. Consequently, not all of today’s students can achieve high standards. Traditionally, the approach has been to focus on “fixing the student” and retrofitting the curricula to meet the student—often resulting in lowered expectations and less than optimal learning opportunities for these students. UDL is based on the assumption that it is the curricula that fails to provide all individuals with fair and equal opportunities to learn. From a UDL perspective, the focus for change is on the disabled curriculum and not on the student. Curriculum (goals, methods, materials, and assessments), rather than students, are assessed for their strengths and challenges, and the curriculum is designed or redesigned more broadly to meet the needs of a diverse group of users.