This guide is intended to support teachers in the Universal Design for Learning Framework.
Teachers can use the protocol below to remove barriers in their lessons through the lens of Universal Design for Learning. This information is also available as an editable planning template.
| Steps | Guiding Questions |
|---|---|
| 1. Identify Goal & Barriers | What is my goal for the lesson? What are the potential barriers this group of students might have in relation to engagement, representation, or action and expression because of the lesson design? |
| 2. Prioritize a Barrier | Which barrier will I address in this lesson because it will impact students’ ability to meet the learning outcome? Why did I select this barrier? |
|
3. Select a Strategy |
What is a strategy that will offer flexibility to address the identified barrier and support the learning outcome? Why did I select this strategy? Resource: Relay UDL Strategy Database |
| 4. Plan to Implement | How will this strategy be implemented in the lesson? What informed the implementation plan? |
Affect represents a crucial element to the learning process, and learners differ markedly in what sparks their motivation and enthusiasm for learning. Learners must be able to bring their authentic selves to the learning environment and find connections to what matters most in their lives. The UDL framework emphasizes the idea of learner variability, and learners’ multiple and intersecting identities are an essential layer of fully recognizing the notion of learner variability. Further, learners' interests and sources of motivation may vary depending on the context. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; multiple options for engagement are essential.
Learners differ in the ways that they perceive and comprehend information that is presented to them. There is not one means of representation that will be optimal for all learners; providing options for representation is essential.
Learners differ in the ways that they can navigate a learning environment and express what they know. There is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.