Universal Design for Learning: Designing for the Margins

2026-07-11 · Pawarit Pingmuang · Accessibility

Moving Beyond Retrofitted Accommodations

Historically, educational accommodations have been reactive. A student presents a documented need, and the instructional materials are subsequently modified. Universal Design for Learning (UDL) flips this paradigm, advocating for the proactive design of learning experiences that are accessible to the widest possible range of learners from the outset.

Cover image credit: Unsplash (Photo by Campaign Creators)

The Three Principles of UDL

Rooted in cognitive neuroscience, CAST (2018) outlines three core principles to guide instructional design:

Multiple Means of Engagement: Providing options for recruiting interest and sustaining effort (the "why" of learning).
Multiple Means of Representation: Offering information in more than one format, such as providing video captions, audio alternatives, and graphic organizers (the "what" of learning).
Multiple Means of Action and Expression: Allowing students diverse ways to demonstrate what they know, such as oral presentations instead of written essays (the "how" of learning).

EdTech as a UDL Enabler

Digital tools are inherently flexible, making them ideal vehicles for UDL implementation. According to Rose and Meyer (2002), the digital medium allows for the dynamic alteration of text size, text-to-speech capabilities, and interactive scaffolding that print media simply cannot offer.

References

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Association for Supervision and Curriculum Development.

UDL · Accessibility · EdTech