In this blog post, Fern McGahey, Student Wellbeing Advisor (Dubai) explores the value of a Universal Design for Learning approach to inclusive learning. 

As an inclusion specialist with over 20 years of experience, primarily in the UAE, I have explored many approaches to inclusive teaching. The most effective, in my experience, is a collaborative approach combining academic expertise with strategies that address the diverse needs of students, including differences in culture, language, neurodiversity, ability, prior education, and access requirements. Since we rarely have complete information about every student, we must anticipate variability in learning needs. An approach I have found particularly valuable for this purpose is the Universal Design for Learning (UDL) Guidelines, designed to support proactive and inclusive course design. 

What is UDL?  

UDL has its roots in the concept of ‘Universal Design’ of architecture and was developed in the 1980’s by two researchers, Dr David Rose and Dr. Anne Meyer, from the Harvard School of Graduate Education. They established CAST (the Centre for Applied Specialized Technology) with the aim of designing flexible educational materials for students with disabilities in the era of digital media.  In the 1990’s, CAST released the first official UDL guidelines, expanding their focus to support all learners across school, workplace, and life contexts (Universal Design for Life, n.d.). 

UDL is grounded in neuroscience and what we know about how the human brain learns. While every brain is unique, learning involves three primary neural networks: affective networks, recognition networks and strategic networks (CAST, 2024). From these networks, UDL has established three guiding principles to support learning across a wide range of learners.  

The Three Principles of UDL 

  1. Engagement (why we learn) – fuelling the motivation for learning by designing environments that taps into learners’ interests, motivation, and emotional engagement.
  2. Representation (what we learn) – addressing how information is perceived and understood by offering content in multiple formats and modalities. 
  3. Action & Expression (how we show our learning) – enabling learners to demonstrate their understanding in multiple ways, allowing ideas and knowledge to be expressed flexibly.   

 

Implementing UDL 

When engaging with the UDL Guidelines (see Figure 2 below), which are freely accessibly through the website CAST Universal Design for Learning Guidelines, you can select prompts, which are numbered on the framework, to implement in your teaching practice or use the framework as a reflective checklist to see how you can further enhance your presentations, learning activities and assessments. 

For example, when I want to increase engagement at the start of a session, I begin by clearly presenting the intended learning outcome visually where possible. Making the goal explicit from the outset supports alignment with the session outcomes (8.1 on the framework) and provides clarity, focus, and purpose for all students. Using words and visual cues aligns with UDL’s principle of multiple means of representation, supporting access for a diverse range of learners. 

To foster collaboration and collective learning (8.3), I invite students to briefly discuss the outcome with an “elbow partner” and then share their reflections anonymously using polling. They might explore what the outcome means in their own words or contribute a single word they associate with it. This simple strategy encourages early participation, supports shared understanding, and allows students to engage in a low-risk, inclusive way while providing immediate feedback on prior knowledge. Listening to these initial discussions offers valuable insight into students’ prior knowledge, assumptions, and areas of uncertainty, allowing you to adapt your teaching responsively. 

Figure 2: CAST Universal Design for Learning Guidelines

In addition to using the UDL guidelines, it is vital to remember to plan learning experiences for the full range of student capabilities, rather than for an assumed “average” learner. For example, in one class I have a student with dyslexia, with high spatial and non-verbal reasoning skills, but lower than average verbal reasoning skills, and a student with ADHD who really struggles to focus but has excellent verbal reasoning skills. To support both these students, I provide a resource for new vocabulary, video recordings of the lecture that can be revisited and write instructions with clear unambiguous language. These adjustments will benefit not only these two students, but all students in the class.  

Rose (2015) reminds us that the concept of an “average” student is imaginary, arguing that teaching to the average student ultimately fails everyone because no such learner exists. Instead, we should design learning experiences that address the lowest and highest predicted levels of learner variability within a class, rather than targeting the perceived middle. Taking a UDL approach benefits everyone. For example, I remember trying something new in class specifically thinking of one student who struggled to focus and complete tasks. I asked all students to write down three tasks they would complete during the session, while they were reading the lesson outcomes. At end of the lesson, all of the students told me they felt more focused as they had a checklist to motivate them. From that day on, I used this activity consistently, and it eventually became a norm in class.  

Top tips to taking a UDL-aligned approach 

Drawing on Cumming & Rose (2022) my top tips to make your teaching UDL-aligned and more inclusive are:

  1. Present content in multiple formats (Representation) – Provide slides in advance and in a format which students can edit. Provide, video record lectures with captions, define key terminology, and use visuals, models, or structured reading guides to support complex reading material. 
  2. Offer varied ways to demonstrate learning (Engagement, Action & Expression) – Use polling tools like Wooclap, discussion boards (e.g. Padlet), and formative quizzes for student engagement. Allow assessment options such as presentations, case studies, reports, or policy briefs.  
  3. Ensure practical accessibility (Action & Expression) – Provide reasonable adjustments (as required) for demonstrations, simulations, and reasonable adjustments in studios, labs or fieldwork. Support the use of assistive technology such as speech-to-text, screen readers, and adapted devices where possible. 
  4. Give clear, structured guidance (Representation) – Provide detailed assessment briefs with clear marking criteria and rubrics aligned to the learning outcomes. Share annotated exemplars of high-quality work to clarify expectations and standards. Break large projects into staged milestones with deadlines and provide FAQs to address common questions and areas of confusion.  
  5. Communicate safety and technical procedures clearly (Representation & Action) – Use written, visual, and demonstrated safety guidance. Allow review and practice before assessment. 
  6. Foster an inclusive academic climate (Engagement) – Establish shared expectations for respectful dialogue and model inclusive language in all interactions. Include diverse scholars and global perspectives in course materials, and encourage critical discussion that welcomes multiple viewpoints to ensure all students feel valued and able to participate. 
  7. Maintain meaningful interaction (Engagement) – Be friendly and build rapport where possible. Provide opportunities for students to engage with each other as well as with the Course Team. Hold regular office hours (in person and online), facilitate small-group discussions, and structured advising conversations to monitor progress and adjust teaching where needed. 
  8. Provide timely, developmental feedback (Engagement & Action) – Use rubric-based marking with targeted comments and provide constructive feedback to support improvement in future assignments. Offer optional draft submissions, incorporate low-stakes formative assessments, and consider audio or video feedback to enhance clarity and connection. 
  9. Use varied and authentic assessment methods (Action & Expression) – These can include applied projects, case studies, portfolios, and presentations, integrating problem-based or inquiry-based approaches. Where appropriate, incorporate collaborative tasks and real-world scenarios aligned with professional practice to ensure authentic and meaningful learning. 
  10. Be familiar with university policies, student adjustments and available support services, and proactively support students in accessing the adjustments they require. (Engagement – removing barriers)

Moving Forward 

If you are seeking to enhance learner agency within your courses, implementing the UDL Guidelines across both learning outcomes and curriculum delivery is a powerful starting point. Not only will you improve accessibility and learning for all students, but you will create a learning environment that is “purposeful and reflective, resourceful and authentic, and strategic and action-oriented” (CAST, 2024). 

References 

CAST. (2024). CAST Universal Design for Learning Guidelines (Version 3.0). https://udlguidelines.cast.org/. 

Cumming, T. M., & Rose, M. C. (2022). Exploring universal design for learning as an accessibility tool in higher education: A review of the current literature. The Australian Educational Researcher, 49, 1025–1043. https://doi.org/10.1007/s13384-021-00471-7. 

Rose, T. (2015). The End of Average: How We Succeed in a World That Values Sameness. HarperOne. 

Universal Design for Learning. (n.d.). UDL Empowers!. https://u-dl.com/.

 

Image credits:

Header: ‘Universe’ photo by NASA on Unsplash

Figure 1: Three Principles of UDL, by Fern McGahey

Figure 2: CAST (2024). CAST Universal Design for Learning Guidelines version 3.0. Retrieved from https://udlguidelines.cast.org