Pixel International Conferences

Universal Design for Learning (UDL) sprung from the concept of “universal design” in architecture that attempted to design the physical environment in a way that was accessible to all individuals (Jiminez, Graf, & Rose, 2007). UDL extends this idea by attempting to provide course design and instruction in a way that is flexible, customized, and easily adjusted to meet the needs of individual learners. Rather than designing courses for the “typical” student and “accommodating” diverse learners, the course designer attempts to anticipate diverse learners and design instruction in a way that is accessible to the widest range of potential learners from the beginning. UDL has focused almost entirely on learning needs related to the physiological elements of the brain (including cognitive, sensual, and motivational). Application of UDL principles improves access to a wider range of students, especially those with cognitive and physical disabilities. Yet students face many other situational and institutional barriers to learning that have not been well addressed in education or UDL.

My research with UDL combined with expertise in humans/families, online learning, and experience with non-traditional students has challenged me to push the conversation about accommodation further. This paper will make two primary arguments after sharing my classroom research on the application of UDL to course design. First, I argue for expanding our ideas of accommodation of diverse learners from physical and cognitive dis/ability to the broad and infinite human diversity that is part of the learner (e.g. family situation, language of origin, cultural background, SES, etc.). The second primary argument is to move beyond accommodating to promoting the learning of diverse students. Course DESIGN will be emphasized as a tool for accomplishing these goals. Situational barriers and potential course design techniques to remove those barriers will be described and discussed. Critical questions will be raised regarding UDL as it relates to systematic oppression within education, maintaining rigor while improving access, teaching in a global environment, and addressing increasing demands on course designers and instructors.

Jiminez, T. C., Graf, V. L., & Rose, E. (2007). Gaining access to general education: The promise of universal design for learning. Issues in Teacher Education 16(2), 41-54.