4 Universal Design for Learning and Differentiated Instruction

Incorporating both differentiated instruction and Universal Design for Learning (UDL) into the classroom is crucial for creating inclusive learning environments that address the diverse needs of all students. Differentiated instruction and UDL promote equity by ensuring that all students, regardless of their backgrounds, abilities, or learning styles, have access to high-quality education. Providing equal access to education is not only a moral imperative but also a legal requirement. Laws such as the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act mandate that students with disabilities receive appropriate accommodations and supports to access educational opportunities. By differentiating instruction through UDL, educators ensure compliance with these legal mandates and uphold the rights of all students to a quality education.

Differentiated instruction refers to the practice of modifying and adapting instruction, materials, content, student products, and the learning environment to meet the diverse learning needs of individual students (Tomlinson, 2001). The goal of differentiated instruction is to maximize each student’s growth and individual success by providing flexible and varied learning opportunities.

Some key principles and elements of differentiated instruction include:

1. Content: What the student needs to learn or how the student will get access to the information. Teachers may use varied materials at differing levels or complexity.
2. Process: Activities that allow students to acquire content through lectures, reading, research, multimedia, etc. The process can be tailored to learning styles, interests, or readiness levels.
3. Products: How students show what they have learned, such as tests, projects, reports, etc. Students may have choice in how to demonstrate mastery.
4. Learning Environment: The physical setup of the classroom and how groups are organized for learning activities.
5. Flexible Grouping: Students work in whole class, small groups, pairs or individually based on instructional need or learning preferences.
6. Respectful Tasks: All students work on something purposeful that fits their level and allows progress.

To differentiate effectively, teachers rely on ongoing formative assessments to understand each student’s needs, readiness levels, interests and learning preferences. Lessons and materials are then adapted accordingly using strategies like (Watts-Taffe et al., 2012):

• Tiering assignments by complexity levels
• Providing interest-based options for learning the same concepts
• Varying the pace and delivery methods
• Allowing flexible timelines for completing work
• Offering supplementary aids, resources and challenge activities

The aim is to make learning experiences more engaging, relevant and accessible for diverse learners in the same classroom. Effective differentiation is proactive, data-driven and continually adjusted for students (Dixon et al., 2014). Universal Design for Learning (UDL) is an educational framework that aims to remove barriers in learning and provide equal opportunities for all students, regardless of their diverse backgrounds, abilities, or learning styles (CAST, 2020). This chapter explores the principles of UDL, its application in education, and its benefits in creating inclusive learning environments.

UDL is based on three main principles: multiple means of representation, multiple means of expression, and multiple means of engagement (CAST, 2020). These principles emphasize the importance of providing learners with various ways to access information, demonstrate their understanding, and stay engaged in learning activities.

1. Multiple Means of Representation: This principle recognizes that learners have different preferences and needs when it comes to perceiving and understanding information. Educators can provide content in multiple formats such as text, audio, video, and graphics to accommodate diverse learning styles and preferences.
2. Multiple Means of Expression: UDL encourages educators to offer students diverse options for demonstrating their understanding of concepts and skills. This may include written assignments, oral presentations, multimedia projects, or hands-on activities, allowing learners to choose the method that best suits their strengths and preferences.
3. Multiple Means of Engagement: To foster motivation and sustained interest in learning, UDL suggests providing learners with various opportunities to engage with the content and activities. This could involve incorporating interactive elements, offering choices, and connecting learning objectives to students’ interests and experiences

Implementing UDL in educational settings requires careful planning and consideration of students’ diverse needs. Educators can apply UDL principles in curriculum design, instructional strategies, and assessment practices to create inclusive learning environments where all students can succeed. The adoption of UDL principles in education offers numerous benefits for both students and educators. By creating inclusive learning environments, UDL promotes academic achievement, increases student engagement, and fosters a positive classroom climate. Additionally, UDL can support the social and emotional development of students by honoring their diverse identities and experiences (CAST, 2020).

Enrichment Activity: This learning module examines the Universal Design for Learning (UDL) framework and discusses how educators can apply UDL to proactively design learning experiences that are flexible enough to challenge and engage all students and that promote learner agency.

When designing UDL lessons according to the UDL components described in the next section, a good place to start is by reflecting on four key questions listed in the table below (Rao & Grace, 2016, p. 5).

Multiple Means of Engagement – The WHY of Learning

The principle of multiple means of engagement involves recognizing that learners differ not only in how they perceive and process information but also in what motivates them to engage with learning content and activities. Providing multiple means of engagement aims to tap into students’ interests, passions, and intrinsic motivations, thereby fostering a sense of ownership and investment in their learning journey.

One approach to promoting engagement is to present content in ways that resonate with students’ interests and backgrounds. This may involve offering a variety of topics, themes, or real-world examples that appeal to diverse learners. For example, a history lesson on World War II could be presented through different lenses, such as personal narratives, cultural perspectives, or technological advancements, to engage students with varying interests (CAST, 2020).

Empowering students with choices in how they learn and demonstrate their understanding can significantly increase their engagement. Providing options for topics, assignments, or learning pathways allows students to take ownership of their learning process and pursue activities that align with their strengths and preferences. This can enhance motivation and foster a sense of autonomy and self-efficacy. Provide learners with as much autonomy as possible by providing choices in such things as the (CAST, 2020):

• level of perceived challenge,
• type of rewards or recognition available,
• context or content used for practicing and assessing skills,
• tools used for information gathering or production,
• color, design, or graphic of layouts, etc.,
• sequence or timing for completion of subcomponents of tasks.

Attend to the individual learning needs of students by providing appropriately varied levels and types of demands, as well as the right kinds of resources necessary for successful completion of learning tasks. It is vital that teachers differentiate the degree of difficulty or complexity within which core activities can be completed, while providing alternatives and scaffolds when necessary to meet individual learner needs.

Interactive learning experiences, such as simulations, role-playing activities, and hands-on experiments, can captivate students’ attention and promote active participation. These experiences not only make learning more enjoyable but also deepen understanding by allowing students to apply concepts in meaningful contexts. Integrating technology tools and multimedia resources can further enhance engagement by providing interactive and immersive learning experiences (CAST, 2020).

Helping students understand the relevance and purpose of their learning can increase their motivation and engagement. By connecting lesson objectives to students’ lives, interests, and future goals, educators can demonstrate the practical value of what students are learning. For example, a science lesson on environmental conservation could highlight how individual actions contribute to global sustainability, fostering a sense of responsibility and agency among students (CAST, 2020).

Collaborative learning environments that promote peer interaction and cooperation can enhance engagement by providing opportunities for social connection and support. Group projects, peer tutoring, and cooperative learning activities encourage students to share ideas, collaborate on tasks, and learn from one another’s perspectives. Building a sense of community within the classroom fosters a supportive learning environment where students feel valued and connected (CAST, 2020).

Incorporating multiple means of engagement into instructional practices acknowledges that motivation and engagement are complex and multifaceted aspects of learning. By offering diverse opportunities for students to connect with learning content, educators can cultivate a dynamic and inclusive learning environment where all students feel motivated, empowered, and invested in their academic success.

Multiple Means of Representation – The WHAT of Learning

Multiple means of representation involves recognizing that learners have diverse ways of perceiving and comprehending information. Providing multiple means of representation ensures that content is accessible and understandable to all students, regardless of their learning styles, preferences, or abilities.

Presenting information in multiple formats ensures that learners can access content through their preferred sensory channels. This may include offering text-based materials for visual learners, audio recordings for auditory learners, videos for kinesthetic learners, and graphics or diagrams for spatial learners. In a digital world, customizing the display of information is not as challenging as it once was. Teachers should display information in a flexible format to meet the needs of learners by varying the size of text, images, graphics, tables, or other visual content; contrast between background and text or images; color used for information or emphasis; volume or rate of speech or sounds; speed or timing of video, animation, sound, simulations, etc.; layout of visual or other elements; or font used for print materials. Educators may also provide descriptions (text or spoken) for all images, graphics, video, or animations; use touch equivalents (tactile graphics or objects of reference) for key visuals that represent concepts; provide physical objects and spatial models to convey perspective or interaction; or provide auditory cues for key concepts and transitions in visual information. Visual representations, such as charts, graphs, diagrams, and illustrations, can enhance comprehension by organizing information in a visual format. Visuals can clarify complex concepts, highlight relationships between ideas, and provide a visual context for abstract concepts. Incorporating visual representations into instruction appeals to visual learners and reinforces understanding for all students by presenting information in multiple modalities (CAST, 2020).

Likewise, alternatives for auditory information can also be offered to ensure all learners can access auditory information being presented, especially for those with hearing impairments or for learners who need more time to process information or have memory difficulties. To ensure equitable access, teachers should use text equivalents in the form of captions or automated speech-to-text for spoken language; provide visual diagrams, charts, notations of music or sound; provide written transcripts for videos or audio clips; provide American Sign Language (ASL) for spoken English; use visual analogues to represent emphasis and prosody (e.g., emoticons, symbols or images); provide visual or tactile (e.g., vibrations) equivalents for sound effects or alerts; or provide visual and/or emotional description for musical interpretation. By providing information in diverse formats, educators accommodate the unique needs and preferences of individual learners (CAST, 2020).

Recognizing the diversity of learners’ backgrounds and experiences, educators can incorporate culturally responsive materials into instruction. This may include using texts, examples, and images that reflect students’ cultural identities and experiences, making learning content more relatable and meaningful. By acknowledging and validating students’ cultural backgrounds, educators create inclusive learning environments where all students feel valued and represented (CAST, 2020).

Scaffolding refers to the process of providing support and guidance to help students understand complex concepts or skills. Educators can scaffold instruction by breaking down information into smaller, more manageable chunks, providing step-by-step instructions, and offering additional resources or examples to clarify content. Scaffolding instruction requires the educator to build background knowledge and clarify vocabulary and symbols and syntax and structure. Many times, it is necessary to utilize multiple media sources to reach each student in the class. Multimodal learning resources integrate multiple forms of representation into a single learning experience. For example, an educational video may include visual images, spoken narration, on-screen text, and interactive elements to convey information. By combining different modalities, multimodal resources cater to a wide range of learning preferences and provide learners with multiple entry points to engage with content. Scaffolding allows students to gradually build their understanding and skills, ensuring that all learners can access and engage with the curriculum (CAST, 2020)

By providing multiple means of representation, educators ensure that learning content is accessible, comprehensible, and engaging for all students. By recognizing and accommodating diverse learning preferences, educators create inclusive learning environments where every student can succeed.

Multiple Means of Action and Expression – The HOW of Learning

Multiple means of action and expression involves recognizing that learners have diverse ways of demonstrating their understanding and skills. Learners differ in the ways they can navigate the learning environment and express what they know. Providing multiple means of action and expression ensures that students can express themselves effectively and authentically, regardless of their strengths, challenges, or preferences. Varying the methods for response and navigation is vital in UDL. Offering diverse response options allows students to demonstrate their understanding in ways that align with their strengths and preferences. This may include varying the method by which students physically interact with accessible materials and tools or compose and share ideas using tools that help attain their learning goals.

It is important to provide alternative methods and media for expression whenever possible. This may mean offering a choice to demonstrate learning through multimedia such as text, speech, drawing, illustration, comics, storyboards, design, film, music, dance/movement, visual art, sculpture, or video. It may also be as simple as using physical manipulatives, such as base-ten blocks or 3D models, to demonstrate learning instead of traditional text or verbal assessment methods. Students may also use social media and interactive web tools (e.g., discussion forums, web design, annotation tools, storyboards, comic strips, animation presentations) to communicate learning or solve problems being presented using a variety of strategies in the event they are not comfortable working in small groups or presenting in front of an audience of peers (CAST, 2020).

Another consideration when planning a lesson using UDL principles is to use multiple tools for construction and composition. Assistive technology is a great tool students should learn to use, and use in the classroom, as they prepare for life outside of school. These tools may include spellcheckers, grammar checkers, word prediction software, text-to-speech software, dictation software, recording devices, calculators, graphing calculators, computer-aided-design, music notation software, mathematical notation software, virtual mathematical manipulatives, or web applications to develop wikis, animations or presentations. Low-tech options can also be useful, especially in classrooms where high-tech options are not available. These low-tech tools can include sentence starters, story webs, outlining tools, mapping tools, or concrete mathematical manipulatives (CAST, 2020).

By providing multiple means of action and expression, educators empower students to demonstrate their understanding and skills in ways that are meaningful and authentic to them. By recognizing and accommodating diverse learning preferences and abilities, educators create inclusive learning environments where all students can thrive.

Accommodations and Modifications

Accommodations and modifications are essential components of inclusive education, ensuring that students with diverse needs have equal access to learning opportunities.  Accommodations refer to adjustments made to the learning environment, instructional materials, or assessment procedures to provide equitable access for students with disabilities or special needs. Accommodations do not alter the content or expectations of learning tasks but instead remove barriers to participation and learning. They change how a student learns the material. In contrast, modifications involve changes to the content, curriculum, or expectations of learning tasks to meet the individual needs of students (Friend & Bursuck, 2021). They change what a student is taught or expected to learn. Modifications may include simplifying content, reducing the number of assignments, or altering assessment criteria to ensure that students can access and demonstrate their understanding effectively. Accommodations and modifications are often documented in students’ Individualized Education Plans (IEPs) or 504 Plans, which outline the specific supports and services they require (Friend & Bursuck, 2018). Educators collaborate with special education teams, parents, and students to develop and implement these plans, ensuring that accommodations and modifications are tailored to students’ unique needs and goals.

Accommodations and modifications ensure that all students, regardless of their abilities or needs, have equitable access to learning opportunities. By removing barriers to participation and learning, accommodations and modifications promote inclusivity and support the success of diverse learners in the classroom. They allow educators to provide individualized support that meets students’ unique needs and learning styles. By tailoring instruction, materials, and assessments to students’ strengths and preferences, educators empower students to demonstrate their understanding and achieve academic success (Friend & Bursuck, 2021). When students receive accommodations and modifications that enable them to participate fully in learning activities and succeed academically, they develop a sense of confidence and self-efficacy. By experiencing success in the classroom, students become more motivated and engaged learners, contributing to their overall academic and social-emotional well-being.

The following table from an article written by The Understood Team displays the difference between accommodations and modifications as they relate to different activities in the school environment.

Recommended Learning Modules Connected to Content

1. Differentiated Instruction: Maximizing the Learning of All Students. This module discusses the importance of differentiating three aspects of instruction: content, process (instructional methods), and product (assessment). It explores the student traits—readiness level, interest, and learning preferences—that influence learning (est. completion time: 3 hours).

2. Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students. This module examines the Universal Design for Learning (UDL) framework and discusses how educators can apply UDL to proactively design learning experiences that are flexible enough to challenge and engage all students and that promote learner agency (est. completion time: 2.5 hours).
3. Accommodations to the Physical Environment: Setting Up a Classroom for Students with Visual Disabilities. The resources in this module offer helpful tips on setting up the physical aspects of your classroom and will introduce types of equipment used by students with visual disabilities (est. completion time: 1 hour).
4. Instructional Accommodations: Making the Learning Environment Accessible to Students with Visual Disabilities. This module highlights tips for modifying lessons and ways to make lessons accessible for students with visual impairments (est. completion time: 1.5 hours).
5. Accommodations: Instructional and Testing Supports for Students with Disabilities. This module overviews instructional and testing accommodations for students with disabilities, explains how accommodations differ from other kinds of instructional adaptations, defines the four categories of accommodations, and describes how to implement accommodations and evaluate their effectiveness for individual students (est. completion time: 2 hours).
6. Assistive Technology: An Overview. Assistive technology is incredibly useful when implementing Universal Design for Learning lessons. This module offers an overview of assistive technology (AT) with a focus on students with high-incidence disabilities such as learning disabilities and ADHD. It explores the consideration process, implementation, and evaluation of AT for these students (est. completion time: 2.5 hours).

References

1. Center for Applied Special Technology (CAST, 2020). The UDL Guidelines. https://udlguidelines.cast.org/
2. Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted, 37(2), 111-127.
3. Friend, M., & Bursuck, W. D. (2021). Including students with special needs: A practical guide for classroom teachers (8th ed.). Pearson.
4. Rao, K., & Meo, G. (October-December, 2016). Using universal design for learning to design standards-based lessons. SAGE Open, 1-12. doi: 10.1177/2158244016680688
5. Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: ASCD.
6. Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.
7. Watts-Taffe, S., Laster, B. P., Broach, L., Marinak, B., McDonald Connor, C., & Walker-Dalhouse, D. (2012). Differentiated instruction: Making informed teacher decisions. The Reading Teacher, 66(4), 303-314.

Appendix

IEP_Accommodation_Checklist