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, a middle schooler with Down Syndrome, and how her teachers use Universal Design for Learning to help her participate during class. 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, a middle schooler with Down Syndrome, has recently enrolled in a summer science camp. She walks to the camp each day with her grandmother, who is always happy to see the ramp leading into the building. 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 science camp teacher, Roxy, uses UDL across their program as well. After learning that Isabella uses an AAC device to communicate, Roxy makes some changes to her instruction to ensure that Isabella can participate with her peers across all activities. Isabella also has some difficulty with transitions and communicating her thoughts and ideas, but she loves science, cats, and is very excited to learn new things.

Her science teacher starts by examining the routine that she uses for starting class. Usually, Roxy does a warm-up activity where each child shares an answer to a given prompt before going over the schedule. She knows that Isabella has communication support needs and will sometimes use visuals when others can’t understand her. Roxy plans on having each camper introduce themselves when it’s their turn to share and will create and share a photo roster of all campers to help everyone, including Isabella, learn and remember the names of her peers.

She’ll also make sure that the warm-up prompts are accessible for everyone, do not require specific background knowledge, and include related photos to support everyone as they respond. This helps everyone participate, even learners who aren’t comfortable speaking in front of others, learners who speak languages other than English, and learners like Isabella who might not be able to independently say her answer. Her teacher also plans on asking Isabella’s family to add science camp-specific words to her AAC device. For example, on the first day, Roxy’s introduction prompt is, “If you could be any type of scientist, what would you study and why?” and includes photos of different areas of science, such as astronomy, earth science, psychology, and more.

By using UDL to plan the starting routine, everyone in the class can actively participate more independently, and campers seem to feel more comfortable in a new learning space. Roxy notices that campers share so much more information than in previous years, and that kids learn one another’s names much quicker. Roxy’s delighted to see more social interaction between the campers and more discussion around science concepts.

UDL is helpful for transitions, too. When Roxy notices that Isabella and a few other campers take longer to move between activities than their peers, she makes a plan. Thinking about UDL, she identifies that Isabella isn’t always sure what materials to collect before the activities. She also notices that it’s difficult for Isabella to quickly stop one task and move on to another one. Like many kids, she needs more time to process information and to complete a transition.

Roxy brainstorms ways to eliminate these barriers. Before each transition, she gives a verbal warning to the whole group: “Scientists, in 5 minutes we’ll be stopping our experiments and sharing what we’ve discovered.” Roxy also uses an online visual timer on the Smartboard to count down the amount of time left in each activity. And because she knows that Isabella loves cats, Roxy chooses a funny cat-themed timer.

The materials for science club are already well-organized with written labels, but Roxy wonders if it could be easier for some campers, including Isabella, to find materials if they have both a visual and a written label. This way, the campers can quickly recognize what’s in each drawer and cupboard without having to read. By adding these universal changes, Isabella can participate successfully and independently, and feels much more confident at camp.

So, how could you use UDL to improve your program’s activities and environment? Take small steps and consider how UDL can eliminate barriers for some learners. Start with one routine or activity, like Isabella’s science teacher did. Remember, you might have one or two learners in mind when thinking about how to add UDL, but this approach will benefit many learners.

How could you provide different ways for your learners to participate, show their learning, or understand specific things? Could you add visuals, like Roxy did with the science materials? Maybe you’re thinking about different ways learners can access or share information. Including a learner’s interest is another easy way to promote engagement, too, like with the cat-themed visual timer Roxy used.

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?