Universal Design for Learning

This week I will begin by looking at an article that analyzes the effectiveness of professional development when looking at increasing the likelihood of educators to implement the Universal Design for Learning framework in their classrooms.

The article is titled. "Professional development with universal design for learning: supporting teachers as learners to increase the implementation of UDL."

The article examines how professional development (PD) grounded in the Universal Design for Learning (UDL) framework can support teachers in improving their practice and increasing UDL implementation in their classrooms. They specifically study a week-long Summer Institute PD intervention, designed around features that prior research identifies as effective for teacher professional learning (e.g., content focus, active learning, modelling, feedback/reflection).

Teachers who attended the PD Institute showed greater improvement in their UDL implementation scores compared to those who did not attend. The authors conclude that the Institute serves as a viable model of effective PD for UDL adoption in schools, demonstrating that teacher-learning as learners matters.

UDL is a framework intended to proactively design instruction to meet diverse learner needs (multiple means of representation, expression, engagement) rather than retrofitting accommodations. However, research indicates that implementing UDL throughout a full learning environment is challenging; teacher PD is a critical leverage point. The study provides empirical evidence that structured, well-designed PD (with modelling, active learning, reflection) leads to measurable gains in teachers’ UDL practice. This helps bridge the “we know UDL is good in principle, but how do we support teachers to actually use it?” gap.

Utilizing the Universal Design for Learning is a critical component of creating effective lesson plans that meet and engage all students. As I am planning an upcoming lesson on art mediums and expression, I can use the UDL to help my students connect in several ways. 

Choice & Autonomy: As a part of my lesson, students will be rotating through several lessons engaging with different art mediums. I can let students choose the order of stations or which mediums they’d like to include in their final piece. Choice increases engagement and ownership.

Connection to self: We will begin with a short picture book called,  "The Dot," that will teach students what it means to create their own art. I can ask, “What colors or materials make you happy, calm, or excited?”

Clear goals: Our objective for this assignment will be posted. Something like: “Today I will explore different materials to express my ideas through art.”

Encouragement & Feedback: I will use positive language that highlights effort and exploration, not just neatness or outcome, giving students encouragement and helping them to explore new materials. 

Using the Universal Design for Learning Framework is a great way to work towards closing the digital divide, a topic we covered in a previous post. 

We must ensure students have rich, meaningful, and equitable opportunities to use technology as a vehicle for deeper learning. The UDL discussed the value of Multiple Means of Action & Expression. Technology offers new ways for students to experience mediums and stories. UDL emphasizes offering options for students to demonstrate their learning. This aligns strongly with closing the Digital Use Divide because it shifts students into creators and critical thinkers, not just consumers of tech. During our art lesson, students will have an opportunity to rotate through a listening station where they will have an opportunity to relisten to our story about art. Listening to a story more than once while following along increases fluency as well as comprehension. This will give students who need more time, a distraction free environment, or a break from their art to be able to engage with the story.

The Universal Design for learning is such an important framework when we are creating our lessons. It helps us to see all of our students needs and meet them where they are. 

References:

Craig, S. L., Smith, S. J., & Frey, B. B. (2019). Professional development with Universal Design for Learning: Supporting teachers as learners to increase the implementation of UDL. Professional Development in Education. https://doi.org/10.1080/19415257.2019.1685563

U.S. Department of Education, Office of Educational Technology. (2024). A call to action for closing the digital access, design, and use divides: 2024 National Educational Technology Plan. Washington, DC. https://tech.ed.gov/files/2024/01/NETP24.pdf

CAST. (n.d.). Universal Design for Learning (UDL). Retrieved 11/10/25, from https://www.cast.org/what-we-do/universal-design-for-learning/