Universal Design for Learning

Multiple Means of Engagement: 

To stimulate interest and motivation for learning. This category focuses on the "why" of learning. It aims to tap into learners' interests, offer appropriate challenges, and develop self-regulation and emotional intelligence. It emphasizes creating a welcoming, supportive, and reflective learning environment.

• Welcoming Interests & Identities
  • Allow students to choose their learning paths and assignment formats (Optimize choice and autonomy)
  • Implement hands-on projects and real-world applications of knowledge (Optimize relevance, value, and authenticity)
  • Incorporate elements of fun and playfulness in learning activities (Nurture joy and play)
  • Create a safe and inclusive classroom environment (Address biases, threats, and distractions)
• Sustaining Effort & Persistence
  • Ensure students understand the relevance and importance of learning objectives (Clarify the meaning and purpose of goals)
  • Adjust support levels to match individual student needs and abilities (Optimize challenge and support)
  • Assign group projects and facilitate peer learning opportunities (Foster collaboration, interdependence, and collective learning)
  • Create a collaborative classroom environment promoting peer interaction (Foster belonging and community)
  • Provide timely, constructive feedback that guides future actions (Offer action-oriented feedback)
• Options for Emotional Capacity
  • Acknowledge and address students' preexisting beliefs about learning (Recognize expectations, beliefs, and motivations)
  • Encourage self-reflection and empathy in the learning process (Develop awareness of self and others)
  • Integrate self-assessment and group reflection activities into coursework (Promote individual and collective reflection)
  • Foster a supportive classroom culture that values understanding and conflict resolution (Cultivate empathy and restorative practices)

Multiple Means of Representation: 

To present information and content in different ways. This category addresses the "what" of learning. This may involve providing various ways for students to access and process information, including customizable displays, multiple media, and diverse perspectives. It also emphasizes building connections and understanding across different modes of representation.

• Perception
  • Provide options for font size, contrast, color, layout, etc. (Support opportunities to customize the display of information)
  • Offer alternatives for auditory and visual information (Support multiple ways to perceive information)
  • Include diverse cultural, racial, and gender representations in materials (Represent a diversity of perspectives and identities in authentic ways)
• Language and Symbols
  • Provide glossaries, visual aids, and context for new terms (Clarify vocabulary, symbols, and language structures)
  • Offer tools like text-to-speech and symbolic notation guides (Support decoding of text, mathematical notation, and symbols)
  • Acknowledge and value linguistic diversity in the classroom (Cultivate understanding and respect across languages and dialects)
  • Critically examine and discuss language use and symbolism (Address biases in the use of language and symbols)
  • Use a combination of text, images, videos, and interactive content (Illustrate through multiple media)
• Building Knowledge
  • Activate background knowledge before introducing new concepts (Connect prior knowledge to new learning)
  • Use graphic organizers, concept maps, and other visual aids (Highlight and explore patterns, critical features, big ideas, and relationships)
  • Encourage different approaches to understanding (Cultivate multiple ways of knowing and making meaning) 
  • Provide opportunities to apply learning in various contexts (Maximize transfer and generalization)

Multiple Means of Action & Expression: 

To differentiate the ways that students can express what they know. This category focuses on the "how" of learning. It provides options for physical interaction with learning materials, tools for communication and creation, and methods for developing executive functions like goal-setting and progress monitoring. It also addresses potential biases in expression methods.

• Interaction
  • Allow multiple ways to interact with learning materials and demonstrate knowledge (Vary and honor the methods for response, navigation, and movement)
  • Ensure compatibility with assistive technologies and provide accessible digital resources (Optimize access to accessible materials and assistive and accessible technologies and tools)
• Expression and Communication
  • Allow students to express ideas through text, speech, drawing, video, etc. (Use multiple media for communication)
  • Provide various digital and physical tools for creating and presenting work (Use multiple tools for construction, composition, and creativity)
  • Offer scaffolded practice opportunities with decreasing supports over time (Build fluencies with graduated support for practice and performance)
  • Recognize and value diverse forms of expression across cultures and abilities (Address biases related to modes of expression and communication)
• Strategy Development
  • Guide students in setting personal learning objectives aligned with course goals (Set meaningful goals)
  • Teach problem-solving strategies and provide resources for overcoming obstacles (Anticipate and plan for challenges)
  • Teach and model effective organization and study skills (Organize information and resources)
  • Provide tools and strategies for self-assessment and progress tracking (Enhance capacity for monitoring progress)
  • Identify and address barriers to participation and expression in the learning environment (Challenge exclusionary practices)