Universal Design for Learning (UDL)
Rechelle Mojica
Dr. Mari Guillermo
San Diego Miramar College
San Diego State University – Interwork Institute
Universal Design =
“The design of products and
environments to be usable by all
people without the need for
adaptation or specialized design”
Center for Universal Design, North Carolina State University
Is our physical environment
welcoming to ALL students?
Design with All Users in Mind
What is Universal Design for Learning?
An approach to designing course instruction,
materials, and content to make learning
accessible to all students.
Universal Design vs.
Universal Design for Learning
UD
UDL
Physical Environment
Instructional Environment
Physical barriers - architectural Learning barriers - curricular
environment
environment
Proactive design of physical
Proactive design of curriculum
space
and instruction
Physical retrofitting - costly,
Instructional accommodations often inelegant
time consuming, difficult to
implement
A SPOTLIGHT ON THE SCHOLARS
9 Principles of Universal Design for Instruction
(McGuire, Scott, Shaw, 2003)
Equitable Use
• Curriculum design is useful and accessible to
students with diverse abilities.
Flexibility in Use
• Curriculum design accommodates a wide
range of individual preferences and abilities.
Simple and Intuitive Use
• Curriculum design is straightforward and
predictable. Eliminate unnecessary
complexity.
Perceptible Information
• Curriculum design communicates necessary
information effectively to the student
regardless of student’s sensory abilities.
A Community of Learners
• Curriculum design promotes interaction and
communication among students and between
students and faculty.
THE IMPORTANCE OF UDL
Does One Size Really Fit All?
The “universal” in universal design
does not imply that one size fits all;
instead, it stresses the need for
flexible, customizable content,
assignments and activities.
CAST (Center for Applied Special Technology)
23
Project Higher Education
San Diego State University - Interwork Institute
This presentation was developed under a grant from the U.S. Department of
Education, Office of Postsecondary Education, Grant #P333A080039.
However, the contents do not necessarily represent the policy of the
Department of Education and the audience should not assume endorsement
by the Federal Government.