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Written by: Henri Pesonen (Associate Professor, ISP) & Luca Tateo (Professor, ISP)
Universal Design for Learning (UDL)-model has become a major focus to achieve accessibility in higher education institutions worldwide. Accessibility is framed through the social model of disability, and UDL should ensure learning environments avoid disabling students (Nieminen & Pesonen, 2019). UDL should also preserve learning opportunities by respecting learners’ diversity. That means thinking in inclusive terms and removing barriers (e.g., based on disability, ethnicity or gender) to people accessing and creating knowledge.
The UDL model is applied in pedagogical design through three principles (CAST, 2021; Pesonen, Nieminen & Itkonen, 2023):
1) Representation of information (e.g., providing podcasts and videos instead of lengthy texts, wordlists for difficult scientific language, or student portfolios instead of only exams and essays);
2) Action and expression (e.g., movement during learning multiple ways and tools of communication, decolonizing language of instruction, personal goal setting in assignments); and
3) Multiple means of engagement (e.g., making the teaching relatable to students’ experiences, planning lecture contents together with students, self-assessment check-lists, portfolios instead of exams, opportunities to apply various learning strategies, etc.).
Although an increasing number of teachers apply UDL principles in planning their teaching and student assessment, different understandings still exist about the nature of the activities matching this pedagogical mindset (e.g., Fornauf & Erickson, 2020). The UDL-model is often understood solely as a “check-list” to ensure accessibility when designing educational artefacts, e.g., didactic materials or digital activities for learners with special needs; such artefacts are only a part of an inclusive attitude.
UDL principles can be applied by teacher attitudes and actions, not only teaching artefacts. Meeting students' needs can be solved through reflective teaching practices. For example, teachers should always welcome students and perform a daily reminder of course materials and encourage representing the same information in different ways by:
- Using images instead of text on their PowerPoints, and recording the lecture as a podcast
- Engage students by creating critical reflection during activities, such as thinking about complex and ethical questions
- Promote action and expression by using digital tools like Mentimeter or Zoom Chat and creating an inviting environment where there are no wrong answers or questions
These UDL actions and practices can also utilize technologies to improve learning accessibility. Thinking about adding subtitles to videos, making external screens available, creating physical accessibility through ramps or elevators, providing alternative texts or translation tools and interpretation services. Other technical solutions may be: the availability of screens; the access ramps; the alternative texts of the presentations; or the presence of interpreters, among others, are only part of the solution.
However, UDL requires more than just technology. It requires developing a pedagogical mindset and inclusive attitude that makes everyone feel acknowledged and respected – both as learners and teachers. By sharing our experiences, we highlight that UDL is not only aiming at small and superficial changes in teaching arrangements and practices. At the core of the UDL-model is the flexibility to apply it creatively.
The most important resource is our students. Talk to them, learn more about them, be open to share your doubts and challenges, and ask for their advice.
Moreover, you can find useful practical resources on IDEA website.
References
CAST. (2021). About Universal Design for Learning. https://www.cast.org/impact/ universal-design-for-learning-udl#.VzwtO_mLS01
Fornauf, B. S., & Erickson, J. D. (2020). Toward an inclusive pedagogy through universal design for learning in higher education: A review of the literature. Journal of Postsecondary Education and Disability, 33(2), 183-199.
Pesonen, H., Nieminen, J. H., & Itkonen, T. (2023). Universal Design for Learning inklusiivisen opetuksen suunnittelussa korkeakoulutuksessa [Universal design for learning in planning teaching in Finnish higher education]. In Malinen O-P., Palmu, I., & Kontu, E. Suomalainen erityispedagogiikka eri koulutusasteilla [Finnish special pedagogy in different educational stages]. Finnish education and research association.
Nieminen, J. H., & Pesonen, H. V. (2019). Taking universal design back to its roots: Perspectives on accessibility and identity in undergraduate mathematics. Education Sciences, 10(1), 12.
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