Learning How Universal Design for Learning Leads to Effective Learning

Universal Design for Learning (UDL) is something that I always find myself struggling with. This isn’t because I’m not familiar with it or because of a lack of understanding, but more due to the fact that many of the concepts under the UDL umbrella are things I find myself naturally trying to accomplish during lessons.

It can be difficult to look beyond your own biases and experiences if you're not aware of them. We forget sometimes that the way our brain makes connections is unique for each of us based on our existing schemas and background knowledge that we possess. This is what makes intersectionality such a strong component when it comes to UDL; we need to be aware of how our instruction will impact other races, cultures, genders, or any other group of individuals that can be affected by what we do.

One of my main thoughts when preparing a lesson is how I’m going to try and make sure everyone will be able to engage and grow. When something feels natural, it can be difficult to separate and evaluate it, like trying to walk someone through the steps of how to walk. We know to put one foot in front of the other, but we don’t always think about the balance during the split second we’re on a single foot or how far we should take the steps.

My creation (below) is an infographic that I made in an attempt to remind myself of the different components of the UDL Guidelines (CAST, n.d.) that I feel I need to remember the most. Having this will allow me to continue growing and becoming more adept in my instruction, which will in turn allow me to give my students better opportunities for success during their time with me.

References:

• CAST. (n.d.). The UDL guidelines. CAST. https://udlguidelines.cast.org