• Understand why one-size-fits-all education doesn’t work
• Explore the core values of UDL: variability, firm goals, expert learning

We all have a unique mix of strengths and areas for growth. In Universal Design for Learning, (UDL), we call this "variability." Todd Rose, author of The Myth of Average, teaches us that there is no such thing as "average." We all have what he calls a ”jagged profile.” Simply put, each of our traits falls on a continuum to make us who we are. Our strengths and growth areas not only vary between us but also within us based on context.

 

If students all do the same thing at the same time and have access to limited supports and resources, we can predict that not everyone in the class will be able to learn to their full potential. When there is a structure in place that interferes with student learning, we call that a barrier.  Universal Design for Learning addresses barriers to learning by encouraging educators to proactively design learning experiences that take into account variability in learners. UDL isn’t about reducing the rigor of education. Instead, it is about holding high expectations for all students and making sure they have options and choices to customize their learning experience so that they can succeed. In UDL, we call this having firm goals and flexible means.

 

Students with disabilities who face multiple or significant barriers may be provided with Individual Education Plans or IEPs that list specific plans for addressing barriers to learning. But even students without IEPs benefit from more flexibility in their learning environment.  

 

The shift to students making choices about their own learning can be a scary one, at first. You may feel that your student doesn’t have the capacity to make the “right” choices for themselves - but that is the beauty of UDL. Setting goals, reflecting on our choices, and getting mastery oriented feedback from educators, all help students become more independent learners. At first, educators may provide more supports (what we often call “scaffolds” in the learning world) to students to help them with making choices and monitoring their progress. As time passes, teachers gradually release responsibility to their students, helping them to become “expert learners.”

 

Expert learners, according to the UDL Guidelines, are students who are:

 

When educators pro-actively reduce barriers to learning in the classroom, and provide flexible means for students to reach firm goals, students can work toward becoming expert learners, and that is a beautiful thing!

 

 

• How can you support expert learning at home by encouraging your learner to make choices and reflect on their outcomes?
• What role can your feedback play in helping your learners make the best choices for themselves?
• What barriers can you predict would be present for your child in a traditional classroom? How can UDL help address those barriers?

Self-Assessment