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Universal Design for Learning (UDL)

A video explaining UDL, utilizing multiple means of representing the content for better understanding.

The Universal Design for Learning is a framework that encourages educators to plan with diversity in mind before even knowing our students needs. By incorporating multiple means of engagement, representation, action and expression, we plan learning experiences that work for all kinds of learners (CAST, 2024). Many barrier exist when learning that are often out of students control (Clement, 2016). Through designing with inclusion in mind from the beginning and considering barriers that may impact general learning, educators will find that an adaptation that benefits one student will likely benefit many others (Government of Canada, 2025). These barriers should not be the reason students are not successful, as we are not assessing them on their ability to hurtle over them. By removing them, we give everyone a fair chance.

When I first learned about UDL in my second year of my education degree, we watched this video to understand how it can actually be implemented in the classroom.

Inclusive Learning Design

Inclusive Design for Learning takes UDL one step further and encourages us to consider whether students see themselves in the learning environment, in the content, and in the way the content is delivered. We want them to feel like they belong and that the learning is relevant to them. Some strategies educators can use to ensure that learning environments support equity, belonging and representation include:

  • Make sure multiple perspectives and ways of life are present in discussions and content.
  • Ensure a safe and supportive environment through collaborative respect, so people feel comfortable to share and be present.
  • Teach and plan using the UDL framework, offering flexibility and removing barriers.
  • Scaffold learning for support, gradually releasing as students gain confidence.
  • Hold every student to the same high expectations, but ensure there are multiple pathways to get there.
  • Show care for individual student success and happiness and adapt based on specific needs.
  • Allow learner choice when appropriate.
  • Incorporate John Keller’s ARCS Model of motivation (Attention, Relevance, Confidence, Satisfaction).
A pinboard saying 'diversity is how we learn new things' with a border of papers that have student names and positive character traits about those students on each paper
An original picture I took of a pinboard I made in my final practicum. Students wrote their name on a piece of paper and it was passed around for everyone to add a positive trait about each person.

Online courses, whether synchronous or asynchornous, need to be highly engaging to be successful. These courses often mean less connection than in-person classes, so they also need to be easy to access and follow for all learners (Kim et al., 2019). A lot of the ways an educator can ensure engagement and accessibility for all learners is by following the UDL framework when designing these classes, including ensuring students have access to content.

By having a classroom environment that not only accepts but encourages diversity, every student benefits. It not only aids with learning content material through having multiple means of engagement, representation, action and expression, it teaches students to be more inclusive citizens (University of Delaware, n.d.). When it comes to having multiple diverse learning needs in the classroom, we need to shift our thinking from seeing it as a challenge, to seeing it as a resource (Hotchin, 2025). For example, in my final practicum, we had a chart with the four animals and their Coast Salish characteristics. Students were matched with an animal based on their strengths and interests, and when other students in the room needed help with a specific thing, we would encourage that student to “find a wolf” or “find a salmon.” This was my mentor teacher and I’s way of using diversity as a resource.

Online Learning Environments

A child playing an interactive learning game on an iPad
Photo by stem.T4L on Unsplash

Because online courses mean less connection, educators need to find ways to ensure students feel connected to them, to the content, and to each other. To ensure student-educator interactions, educators need to be accessible to students when they need support and feedback. This can be via live synchronous meetings, online discussions, email, etc. Student-content interactions can happen through discussion posts or reflections (such as our community contribution in this course), an online class mind map, virtual science labs, interactive videos, quizzes or games, etc. Student-student interactions can happen through group projects or challenges, synchronous live session breakout rooms, group chats, online discussions or blogs, etc. By incorporating these interactions, students are more likely to feel included and connected to not only the content, but the learning environment. They are also more likely to be engaged, because rather than just experiencing content, they are interacting with every component of the learning experience; teacher, content, and other students.

There are many different pros and cons for both synchronous and asychronous classes. For example, synchronous classes help students feel connected and allows for immediate feedback. However, it doesn’t provide the same flexibility and pacing that asynchronous classes do. Personally, I love the connection that comes from being in a room full of people working towards similar goals. However, I learn much better in asynchronous classes because I can work at my own pace, plan my learning around when I’m in the right headspace, supplement content with other content to build my understanding, and take detailed notes, rewinding or rereading if needed. By incorporating a balance of the two, educators can fit the needs of most learners, providing both connection and flexibility for students struggling with situational barriers (Patterson, 2018, as cited in Hotchin, 2025).

References