UNIVERSAL DESIGN FOR LEARNING QUESTIONS 2

Universal Design for Learning Questions

Explain how applying UDL principles in the educational setting responds to the needs of all
students, including students with disabilities.
Universal Design in Learning (UDL) is based on three principles that seek to ensure that
learning is inclusive (Emmert, 2018). By applying UDL principles, educators create a learning
environment that is responsive to the needs of every student in a classroom. The three principles
of UDL are providing multiple means of representation, expression, and engagement (Emmert,
2018). By providing multiple representation means including audio, picture, and written,
teachers provide learners with many ways through which they can acquire information. For
instance, a student who has hearing problems may still access information by reading and
viewing pictures while one with visual impairment may get all the information they require
through audio means (Emmert, 2018).
As for the second principle, providing multiple means of expression, students can express
themselves by drawing pictures, writing or speaking. With such a variety of means available to
them, students who, for instance, have speaking problems can still express themselves through
drawing or writing what is in their mind (Emmert, 2018).
Lastly, regarding the third principle of providing multiple means of engagement, teachers
allow students to engage with them through videos, text, audios and other means (Emmert,
2018). Thus, if a student, for instance, has physical disability that prevents them from writing
down answers, they can give their answers in audio form.
Describe the UDL guidelines of engagement, representation, action, and expression.

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For each of the three UDL principles, there are a number of guidelines that help teachers
fulfil the principles. Guidelines under the first principle, providing multiple means of
representation, include providing perception options such as offering alternatives to visual or
auditory information, and providing mathematical expressions, symbols, and language options
(Lowrey et al., 2017). It also includes providing comprehension options.
Guidelines under the second principle, providing multiple means of expression and
action, include providing options for physical action such as providing alternative to keyboard
use, and providing various options for communication and expression (Lowrey et al., 2017).
Another guideline under this principle is providing multiple options for executive functions.
Such options include providing guidance for suitable goal-setting (Lowrey et al., 2017).
As for the third principle, providing multiple means of engagement, the guidelines
include providing options for recruiting interest. Such a guideline may involve teachers
increasing autonomy of students and reducing learner distractions and threats. Another guideline
is providing option for sustaining learner effort through means such as fostering collaboration
(Lowrey et al., 2017).
Describe three specific UDL instructional approaches or adaptations that teachers may
utilize to enhance the success of students with and without disabilities.
There are many UDL instructional approaches that teachers could use to ensure success
of their students. One of them is changing the physical or social environment in which learning
takes place (Salend & Whitaker, 2017). For instance, students who have very low attention spans
or whose hearing is not robust should sit nearest to the teacher and those with sight problems
should sit nearest to the board.

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Another approach is to change both materials and instructional methods (Salend &
Whitaker, 2017). For instance, teachers may incorporate videos, maps, and other visual materials
in their teaching. They could also make learning easier for students with visual problems by
making texts on the board or notes larger.
Lastly, they can modify learning tasks (Salend & Whitaker, 2017). For instance, instead
of having students write an essay to demonstrate their understanding of learnt contents, they
could complete a chart. Such methods allow students to demonstrate what they know using
methods that they are strongest at.
Discuss, with specific examples, how UDL could influence instructional practice.
UDL has the potential of revolutionizing instructional practice. Traditional instructional
practice takes a one-size-fits-all approach. Under this approach, students who do not fit its
narrow approach have difficulties learning (Emmert, 2018). UDL takes a different approach. It
recognizes that students have differences in their physical conditions, economic background, and
linguistic background (Emmert, 2018). In a word, they have strengths and weaknesses that
impact their ability to learn using a given approach. UDL, therefore, encourages adoption of
different learning approaches that cater for the needs of all the students by breaking down any
barrier to learning that a student may face.
With the goal of meeting learning goals of all students, UDL seeks to change all
curriculum aspects starting from learning goals to materials, assessments and methods so that
they are more flexible (Emmert, 2018). For instance, when carrying out assessment, UDL
provides a large number response options, formats and media. Instead of answering questions
through writing as it is traditionally done, students may give audio answers, record them and

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then present to their teacher for marking. Thus, the skills and knowledge of a student are not
confused with their ability or inability to use a particular instructional medium.

UNIVERSAL DESIGN FOR LEARNING QUESTIONS 6

References

Emmert, C. A. (2018). UDL: A Tool for Increasing Access to Learning.
Lowrey, K. A., Hollingshead, A., Howery, K., & Bishop, J. B. (2017). More than one way:
Stories of UDL and inclusive classrooms. Research and Practice for Persons with Severe
Disabilities, 42(4), 225-242.
Salend, S. J., & Whittaker, C. R. (2017). UDL: A Blueprint for Learning Success. Educational
Leadership, 74(7), 59-63.