1.3.1 Inclusive Teaching through Universal Design for
Learning
One approach to inclusive teaching is the implementation of
Universal Design for Learning (UDL) which is a pedagogical
approach that maximizes learning for all students. UDL suggests
providing multiple access points to the material, multiple modes of
expression to demonstrate learning, and an emphasis on engaging learners
so that students are motivated (Dell et al, 2015). The goals of UDL are
to develop expert learners who are
1. ) purposeful and motivated,
2. ) resourceful and knowledgeable, and
3. ) strategic and
goal-directed (
http://udlguidelines.cast.org/), which are admirable
goals for any classroom. Although the origin and purpose of UDL is
accessibility for individuals with disabilities, this pedagogical
approach can enhance the learning experience for all. Importantly,
individual accommodations for students is not the purpose of UDL; rather
the focus is to design a course to be accessible to all so that
accommodations are unnecessary (Tobin and Behling, 2018).
Beyond the technical aspects of UDL such as closed-captioning, fonts
that are easiest for all readers, color palettes that take
color-blindness into consideration, and simple and consistent slide
structures that are easy to follow, UDL emphasizes that all students
learn differently. Therefore, to be inclusive and maximize learning for
all, courses should capitalize on student variation by providing
multiple approaches to facilitate learning for all students. To produce
learners that are “purposeful and motivated”, UDL suggests engaging
all students by helping them be motivated to learn about the topic. One
way of accomplishing this through active learning is to provide several
primary sources rather than a traditional lecture. This way students can
select the approach to a topic that is most engaging. Choice will
improve motivation and has the added benefit of allowing students to
avoid material they perceive as threatening and might distract from the
learning goals. To produce learners that are “resourceful and
knowledgeable”, UDL suggests using an array of media choices for
students to access information. For instance, in the above example, in
addition to providing multiple primary texts, a podcast or TED talk
could be included as options to cover the same topic. Finally, to
develop students who are “strategic and goal directed”, UDL suggests
providing options for students to demonstrate how they learn through
action and expression. To do this, variable outputs can be proposed for
students to demonstrate what they learned. For example, students could
choose to generate a graphical abstract for a paper they read or
construct a follow up experiment in the form of a research proposal
based on a podcast or TED talk. Allowing students to work either
independently or as a group is another way to provide choice to students
and enhance learning.
Regardless of the activities chosen or assignment options provided,
instructors should be clear in their goals and expectations. That is,
they should use transparent teaching strategies by providing the task
(what students are asked to do), purpose (why they are doing it) and
criteria (how they will be graded) for every assignment or activity (for
more see, the Transparency in Learning and Teaching Project:www.tilthighered.com). This
approach is easy to incorporate into class assignments or activities, it
aligns with UDL goals, helps to remove the effects of “unwritten
rules” or “hidden curriculum” often present in academia, and promotes
inclusivity. All students benefit from transparent presentation of
assignments, but gains are highest for first-generation students,
low-income students, and students from groups traditionally
underrepresented in science (Winkelmes et al, 2016). Paying close
attention to course design, goals, and expectations is particularly
important in an online course where, traditionally, students have little
to no personal guidance from the instructor and need to navigate the
online platform independently (Garrison et al, 1999; Darby and Lang,
2019).