PART 1: Theoretical Knowledge

Drawing on advances in neuroscience and new insights into the nature of learning differences, universal design for learning (UDL) is an approach to designing curricula—including instructional goals, methods, materials, and assessments—that are flexible enough from the outset to accommodate learner differences (Meyer & Rose, 1998, 2000, 2005; Rose & Meyer, 2002). According to Rose and Meyer (2002), UDL is built on the premise that “barriers to learning occur in the interaction with the curriculum—they are not inherent solely in the capacity of the learner. Thus, when education fails, the curriculum, not the learner should take the responsibility for adaptation” (p. 20).

Similarly, when a curriculum is universally designed to enable the wide range of learners to access and progress in the curriculum: all students—including those who do not have special needs per se—will benefit from having more flexible learning environments. UDL is a means of identifying and removing barriers in the curriculum while building scaffolds, supports, and alternatives that meet the learning needs of a wide range of students. Specifically, a UDL curriculum is characterized by the provision of 1. multiple or flexible representations of information and concepts (the “what” of learning), 2. multiple or flexible options in expression and performance (the “how” of learning), and 3. multiple or flexible ways to engage learners in the curriculum (the “why” of learning; Rose & Meyer, 2002).