2. Creating High Quality Environments Using UDL

Take a look at these stairs. Notice there are many different ways to go up and down them. There are ramps for people using wheelchairs, pulling suitcases, or pushing strollers. There are also handrails for those who appreciate or need stability as they go up and down. With this design, everyone, regardless of how they move, can access the building using the primary entrance. This is a fantastic example of Universal Design for Learning, or UDL. Universal Design for Learning is all about removing barriers and supporting access for all people in a range of activities.

If you’ve ever used a crosswalk that had both a visual sign telling you to walk or stop and an audible beeping to convey when the walk sign was about to change to a red hand, or even a recording that says “stop” or “walk,” you experienced another example of UDL. People who have low vision or are blind can tell when it’s safe to cross the street and when it’s not safe to do so. There are so many examples of UDL in our environment. Door handles like this are much easier to open for everyone than round knobs like this one. A remote like this one is easier for everyone to use than a remote with more potentially complicated buttons. And a picnic table like this allows people using a wheelchair or stroller to roll up and join others at the table.

Look around your environment now. Do you see anything that seems like it was designed to remove barriers and promote access? This video is all about how we can use Universal Design for Learning to minimize barriers and create access for everyone. We’ll look at an example of Isabella, an 8-year-old with Down syndrome, and how her teachers use Universal Design for Learning to help her participate during circle time and recess. Let’s get started.

First of all, UDL is not just for learners with disabilities. When activities and environments are designed using UDL, more people can fully participate. Let’s look at some examples of UDL in action. Isabella is an 8-year-old child with Down syndrome who attends the Sunday school program at her church. She walks to the church with her parents and grandmother, who are always happy to see the ramp leading into her Sunday school classroom. This makes it so much easier to access the building when they’re pushing Isabella’s baby sister in her stroller, and for Isabella, who is much more confident on a ramp than on stairs.

Isabella’s teachers use UDL across the Sunday school program as well. After talking with her family, the teachers make some changes to their classroom to ensure that Isabella can participate with her friends across all activities. Because of her disability, Isabella isn’t always understood by people outside of her family and uses augmentative and alternative communication devices, or AAC, to communicate. She also has some difficulty waiting for her turn and sitting still during group times, but she loves singing, princesses, and is very excited to make new friends and cannot wait for Sunday mornings so she can go to Sunday school.

Her teachers start by examining the routine that they use to start the class. Usually, children sit on a purple rug, sing a familiar welcoming hymn together, and are all individually greeted and asked how they’re feeling today. The teachers put out small carpet squares to show children exactly where they need to sit and keep their bodies. This helps everyone understand the expectations and maintain a nice distance from their peers. They know that Isabella has communication support needs and will sometimes use visuals when others can’t understand her. The teachers make pictures for certain parts of the song and have taught the students to give a thumbs up, a thumbs down, a thumbs sideways, or to point to an emotion on the feelings faces poster during the check-in. This helps everyone participate, even children who aren’t comfortable singing, children who speak languages other than English, and children like Isabella who might not be able to say or sing all the words.

By using UDL to plan the circle time activities, everyone in the class can actively participate more independently. The teachers notice that children have an easier time participating when sitting on carpet squares rather than on the large carpet and spend less time touching their friends. By providing pictures that match the day’s hymn, all of the children are able to follow along and participate, even if they’re not sure of the words. Everyone is able to express how they’re feeling as well as understand how their peers are feeling when using their thumbs or the feeling faces visual. The teachers are delighted to see more of the group feeling successful, and Isabella is learning and participating along with everyone else.

We can easily use UDL during art activities too. When teachers notice that Isabella and a few other children have difficulty with some of the craft materials, they consider how to help them be more independent. Thinking about UDL, the teachers notice that Isabella isn’t able to use small beads, trace or cut out more complex shapes, or easily use bottles of glue. They make a plan to provide a range of different, more accessible art materials that will help Isabella and a few other children be more independent. When a craft activity involves beads, the teachers make sure there are a variety of larger beads that are easier for Isabella to grasp. When glue is needed for an activity, they provide glue sticks and glue bottles. Sometimes a craft activity might involve tracing shapes or designs or cutting them out. To make sure that everyone can be successful, Isabella’s teachers include several options, including some with the shapes already traced or cut out. Finally, they take pictures of all the materials and make a visual that shows each step for the activity to help Isabella and other children independently follow the directions.

So how do you use UDL to improve your program’s activities and environment? Take small steps and consider how UDL can eliminate barriers for some children. Start with one routine or activity like Isabella’s teachers did. Remember, you might have one or two children in mind when thinking about how to add UDL, but this approach will benefit many children. Now think about your program and an activity or routine that could be made more inclusive with UDL. How could you provide different ways for children to participate, show their learning, or understand specific things? Could you add visuals like Isabella’s teachers did with their welcoming hymn, or modify the way children can respond, such as using their thumbs up, sideways, down, or an emotion visual? Or provide options for the materials used for craft activities? Maybe you’re thinking about using different ways children can access things, such as adding a new way they can climb up on a play structure. Including children’s interests is another easy way to promote engagement. Universal Design for Learning is all about creating environments and activities that are accessible, inclusive, and engaging for everyone. This proactive approach helps ensure that all children can participate in meaningful ways in all parts of the day.

How could you use UDL in your program?