Creating Universal Design for Learning (UDL) Small Groups: A More Inclusive Approach For All

Creating Universal Design for Learning (UDL) Small Groups: A More Inclusive Approach for All

We just got back from an amazing brunch on the beach! There was something for everyone: vegetarian options, fish options, gluten-free, dairy-free, sugar-free, and nut-free choices. They planned thoughtfully! They set up the brunch, dare I say, using universal design for learning principles.

Bear with me.

Recently, I was asked, What is Universal Design for Learning (UDL)? I had to reflect and research deeply to explain it clearly. Falling back on experts who specialize in the Universal Design for Learning framework helped me uncover the essence of this inclusive approach.

Think back to my brunch analogy—or picture an automatic door at a building entrance. Originally, those doors were designed to support accessibility for individuals in wheelchairs or elderly folks needing assistance. But who uses those doors now? Everyone! Parents with strollers, people carrying groceries, or someone simply enjoying the convenience after a long day. The design, while intended to support a few, ended up benefiting everyone.

That’s the core of Universal Design for Learning. When we create classrooms with this framework, we plan for everyone—not just students who struggle or need extra help. By proactively considering individual differences from the outset, we eliminate the need for reactive adjustments later on.

Universal Design: A Proactive Approach

Universal Design originated in architecture, particularly in spaces like libraries or public buildings. In the past, stairs were a standard feature, but not everyone could use stairs comfortably. Ramps, handrails, and elevators were eventually added to support accessibility. These features, initially intended for a few, proved beneficial for all.

By designing inclusively from the start, we can create environments that meet everyone’s needs. This same principle applies to education.

UDL vs Differentiated Instruction: What's the Difference?

Universal Design for Learning (UDL) and differentiated instruction are both strategies aimed at supporting diverse learners, but their approaches differ. The UDL framework is proactive, designing lessons and materials accessible to all students from the start. Differentiated instruction, on the other hand, is reactive, tailoring content, process, or product based on individual students' specific needs after identifying where they need support.

For example, in a typical classroom, teachers deliver general instruction to 100% of students. However, around 10% of students might not fully respond to standard teaching methods and may need Tier 2 support—such as small-group or one-on-one instruction. Approximately 5-10% of Tier 2 students may require even more specialized Tier 3 interventions, where differentiated instruction—adjusting for individual needs—becomes essential.

Returning to the brunch analogy: what if the restaurant had waited until diners arrived before preparing vegetarian or gluten-free meals? The chef would have been scrambling to meet individual needs. Similarly, differentiated instruction tends to be reactive and individualized, which, while effective, can feel time-consuming.

In contrast, UDL is like a thoughtfully planned buffet, accommodating everyone’s needs from the outset. According to CAST, the organization that developed the Universal Design for Learning framework, UDL incorporates multiple means of representation, expression, and engagement, ensuring every learner has access to content in ways that work best for them.

How to Use Universal Design for Learning in the Classroom

The benefits of Universal Design for Learning are vast. Research shows that UDL not only makes learning accessible but also enhances motivation and deepens understanding for all students. By offering choices and multiple pathways for interaction, UDL fosters an environment where students feel empowered and invested in their learning.

For instance, in a UDL-aligned classroom, students can choose how to demonstrate their understanding. Whether through oral responses, collaborative projects, or traditional written assessments, they can showcase their knowledge in ways that play to their strengths. This approach benefits all learners, creating an inclusive and equitable environment.

A Personal Case Study: Implementing UDL Principles in Education

Let me use myself as an example. Over the years, my small-group rotations have always been my favorite part of the day. In the past, I spent hours after school planning differentiated activities for students who needed extra support. While effective, this method was reactive and time-intensive.

Today, my approach is different. Using the principles of Universal Design for Learning, I’ve incorporated flexible options for all students. For instance, when assessing comprehension, students might choose between a written test, an oral discussion, or a partner activity. This flexibility ensures that every student has a fair chance to succeed.

I recall a science unit years ago where written exams resulted in low scores for some students. I decided to offer oral discussions as an alternative assessment. Surprisingly, many students—even those who had passed the written test—wanted the opportunity to discuss their answers. This shift created authentic learning opportunities for everyone.

Why Universal Design for Learning Matters

Reflecting on my daughter’s experience highlights the importance of UDL. As an autistic student, she was often placed in reading groups designed for struggling readers, despite her advanced abilities. If UDL had been in place, her teachers could have used alternative assessment methods—such as recorded responses or discussions—to accurately gauge her skills.

These tools aren’t just for students like my daughter; they benefit everyone. By incorporating UDL principles, we create classrooms where all students can thrive.

How to Implement UDL in the Classroom

Creating a UDL-inspired classroom requires intentionality. For small groups, focus on flexibility and collaboration. Group students in ways that allow for diverse perspectives and provide multiple options for accessing and demonstrating knowledge. This approach fosters authentic, dynamic learning.

Remember, UDL is about maintaining firm goals while offering flexible means to achieve them. By embracing this mindset, teachers can create classrooms where every student has the opportunity to succeed.

Conclusion

The benefits of Universal Design for Learning are transformative. By proactively designing lessons that accommodate diverse needs, we move away from reactive teaching and create inclusive environments where all learners feel supported and valued. Whether you're exploring UDL vs differentiated instruction or wondering how to implement UDL in the classroom, the key lies in thoughtful planning and flexibility.

Let’s embrace the power of Universal Design for Learning to create classrooms where every student can thrive.