UDL: The Why

Why should I adopt UDL in my course?

Recognizing the uniqueness of every brain with the way it processes, digests, and utilizes information, 3 large brain networks that play a central role in learning were emphasized through the creation of the UDL Guidelines, offering support to educators that are involved in one or many aspects of education (curriculum development/design, instruction, evaluation, etc.), with the goal to create expert learners who are purposeful and motivated resourceful and knowledgeable, and strategic and goal driven.

Teaching a class is like taking care of a garden. Each plant is unique, requires different care and conditions to grow and thrive. By trying to provide all plants with the same care and conditions, we can visibly see the negative impact it has. Just like there is no average plant, there is no “average learner.” Rose (2013) emphasized that “average learners” do not exist; every learner comes to your class with a jagged profile. We can meet the learners where they are without exploding our workload by designing to the edges and including all learners in the process. This means we intentionally include the needs of every learner at the design stage of our course and commit to adapt based on the dynamic of the class, by implementing 3 principles suggested by the UDL framework: multiple means of engagement, multiple means of representation, and multiple means of action and expression.

As a learner-centered framework, UDL empowers learners by making learning a personal experience—they can truly focus on what they are supposed to do in the course—learning. What’s more, learners can tap into their talents and skills when being asked to showcase what they have acquired, with permission to demonstrate via various means. Learners are offered space to use their own various cultural and educational experiences, talents, and skills to be a part of the learning process and in turn construct their own learning experience. Learners walk into the course feeling engaged not only with the content, but also with the application of such content in their future job fields. Learning preferences and needs are no longer a barrier to their acquisition, as the same content is presented in ways that speak to them.