UDL 101
UDL stands for Universal Design for Learning. It is a framework for curriculum design that proactively builds in flexibility so that all learners, regardless of ability, background, learning style or need, can access, engage with and demonstrate understanding of the content.
According to the Center for Applied Special Technology (CAST), UDL is “a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.” Baylor University ATL
In simpler terms, rather than designing a lesson for an “average” student and then trying to retrofit adaptations, UDL encourages teachers to design with variety from the beginning: multiple ways to present information, multiple ways for students to express their learning and multiple ways to engage them.
The Three Core Principles
UDL is often organized around three major principles that align with brain networks and learner variability: National Education Association
Multiple Means of Representation (the “what” of learning) — present content in different ways so varying learners can access it.
Multiple Means of Action & Expression (the “how” of learning) — allow students multiple ways to demonstrate what they know.
Multiple Means of Engagement (the “why” of learning) — heighten motivation and sustained involvement by offering choices, scaffolded challenge and relevance.
By designing with these principles in mind, teachers can reduce barriers, honour student variability and increase opportunities for learning success.
How UDL Works in the Classroom
Here’s how the UDL framework typically plays out in a K–12 classroom setting:
Planning: Before a unit, the teacher anticipates learner variability. For example: students with reading difficulties, English language learners, gifted learners, students with attention-differences. The teacher designs materials and activities that include flexibility (e.g., text + audio + video; choice of assignment types; scaffolded supports).
Materials/Methods: The teacher uses a variety of representations (e.g., infographic + narrated video + peer discussion), multiple options for students to express learning (e.g., written essay, video summary, infographic), and multiple engagement options (e.g., self-paced tasks, collaborative challenge, gamified quiz).
Assessment: The teacher designs assessments that allow students to show what they know in different ways, and monitors student engagement and progress. Supports and scaffolds are adjusted as needed.
Reflection/Nature of Learning: Students are encouraged to reflect on how they learn best, to choose paths that suit them, and to self-monitor their progress. The classroom environment treats variability as the norm, not the exception.
When implemented with these practices, UDL helps create a more inclusive and responsive environment, reducing the “one-size-fits-all” trap and helping more students succeed.
How UDL Helps Students
Because UDL is designed around learner variability, it provides benefits such as:
Increased access: Students who struggle with one format (e.g., dense text) get alternative representations (audio, visuals).
Improved engagement: Students have more voice and choice in how they engage and express their learning, which tends to increase motivation and persistence.
Better expression & deeper learning: With multiple ways to express understanding, students can choose modes that align with their strengths, enabling deeper demonstration of learning.
Reduced barriers & fewer retrofits: Instead of waiting to retrofit accommodations, UDL reduces the need for extensive individual modifications because learning environments are built flexibly from the start.
Supports diversity: UDL supports learners with disabilities, English learners, gifted learners and others by designing for variability rather than exception.
What the Research Says
Here are selected peer-reviewed studies that examine UDL’s effectiveness:
Almeqdad, Q. I., Alodat, A. M., Alquraan, M. F., & Al-Makhzoomy, A. (2023). The effectiveness of universal design for learning: A systematic review of the literature and meta-analysis. Educational Assessment, Evaluation and Accountability. Found a positive overall effect size for UDL implementation across studies (though note the variability in design). Taylor & Francis
Barteaux, S. (2019). The Universal Design for Learning (UDL) is a framework for instruction that values social, emotional, and academic diversity in the classroom. Found that UDL supports instruction for learners including special needs, average and gifted learners. ERIC
Ok, M. W., Rao, K., & Bryant, B. R. (2017). Universal Design for Learning in PreK-12 classrooms: A systematic review of research. The review suggests UDL-based instruction has potential to increase access and social/academic outcomes for students with disabilities. ERIC
Rusconi, L., & Squillaci, M. (2023). Effects of a UDL training course on the development of teachers’ competences. Shows that teacher training in UDL significantly supports teacher competency and thereby likely classroom implementation. MDPI
CAST. “Research Evidence – UDL Guidelines.” CAST states that a growing body of research affirms UDL benefits learners of all ages and across contexts. UDL Guidelines
Many studies focus on access, engagement and social/behavioural outcomes, rather than only standardized test scores.
Why Start with UDL Now
Given increasing learner diversity, rising accountability, and the need to support every student, not just the “average”, UDL provides a proactive, inclusive framework. Instead of retrofitting supports when students struggle, UDL enables teachers to design lessons that anticipate variability, reduce barriers and raise chances of success for all learners. When done thoughtfully, UDL is a powerful lever for equity, access and improved learning outcomes.
