Universal Design for Learning planning tool
Removing barriers and improving student outcomes using Universal Design for Learning principles
Universal Design for Learning (UDL) is a framework to help teachers design teaching and learning that supports all students. Instructional methods, when planned and implemented intentionally, can help every student to succeed. UDL helps teachers navigate, create and adjust resources that are inclusive while meeting our legal obligations under the Disability Standards for Education (2005).
Planning using the UDL framework provides an inclusive learning environment where diversity is valued and all students are able to succeed. Students have choices in goals, methods, materials and assessments, and these choices are engaging, relevant and accessible. UDL will look different in each classroom and there is no “One size fits all” approach.
Figure 1: Watch the InclusionED video which explains UDL simply or check out the UDL Guidelines for teachers created by CAST.
The 3 principles of UDL
Students are engaged in authentic, relevant learning opportunities with options to personalise goals
How can I engage and motivate every student to learn?
Guiding questions
- How can I use the student’s interests to increase engagement?
- Are there personal examples for students to connect with?
- How can I promote student independence and confidence?
- Do the resources provide opportunities to reflect student strengths?
- What resources and support can the student access in the home environment?
- Have I asked students how they learn best?
Resources and tips
- Review prior learning before beginning new or more complex learning to identify and build on what students already know, so that lessons can be adjusted or paced to students’ skills and knowledge (CESE: What Works Best)
- Provide options for receiving information – appropriate reading level, listening, viewing, pictorial
- Offer time for active reflection. Consider strategies and technology from the Digital Learning Selector, such as Exit Tickets or What did we learn today?
- Provide content relevant to students' cultural background.
Content and skills are presented in multiple ways and students have a choice about which methods and materials to use to reach the goal
How does every student learn best?
Guiding questions
- Am I providing options to allow every student to access and understand the content?
- Can every student access learning materials? Can I make learning materials more accessible?
- Can every student work independently?
- Do set tasks add value to learning?
- Are the expectations clear? Do learners know what success looks like?
- How will students seek help?
Resources and tips
- Consider accessibility and always use plain English, use a font style and size that's easy to read, use built-in document styles like headings and page titles and make sure video captions are turned on and text is added to images
- Provide options for students to learn through different ways - videos, drawing, diagrams, performances, games, journals, experiments and peer collaboration
- Use built-in, free tools on devices to support the student’s access to information such as having text read aloud, personalised to meet their needs or use of images supporting text.
- Provide opportunities for class members to participate in planned activities e.g. partner and/or small group work over Zoom or Teams.
Students are provided with choice and/or scaffolding when expressing their knowledge in formative and summative assessments
How can every student show what they’ve learnt?
Guiding Questions
- How will I know every student has understood the lesson content?
- How can I assess every student's progress towards achieving outcomes?
- How will I know if every student has achieved the learning outcome?
- Does every student have an opportunity to respond to and express thoughts and ideas?
- What tools can I use to support students to demonstrate their understanding?
Resources and tips
- Provide alternative formats for students to demonstrate understanding; digital, written, oral, manipulative materials
- Provide options to support planning and scaffolding of student responses; like providing checklists, graphic organisers, mind maps, etc.
- Use technology to provide accessible ways for students to show what they know, such as using in-built accessibility tools such as speech to text and other apps and software. Visit the Disability Learning and Support Statewide Staffroom for more.