Have you ever been walking along the sidewalk and then come to the place where you’ve got to cross the road? You may have noticed that the curb is cut, usually meaning a mostly flat ramp has been created to enable an easier crossing. You might have been pushing a stroller, pulling a wagon or suitcase, using a wheelchair or even a bicycle and this small adaptation made your life so much easier. This is called the Curb Cut effect – where the accessibility features designed for people with disabilities ends up benefitting many others as well.
Like me, I’m sure you can think of a number of other accessibility designs that benefit many people, for example, doors that open automatically in a store and closed captioning. All of these accessibility features were not designed with me in mind, but they have improved my ability to navigate the world. I’m thankful they exist when I need them, such as ramps and elevators, but I also acknowledge that they don’t exist everywhere yet.
Universal Design for Learning, often referred to as UDL, is a framework that meets the needs of learners from different backgrounds, with different abilities, and learning styles. In classrooms, we see how this framework promotes better accessibility for everyone. For example, a posted visual schedule is helpful for those students who need predictability and routine, but it’s also good for all students to know how their day will go. Using a timer can help to chunk work for some students; however, everyone (including myself!) can benefit from this strategy in class.
The UDL framework encourages educators to think about three main principles in their planning:
Multiple means of representation: Providing learners with multiple ways to access information and content. This includes presenting information in different formats such as text, audio, and video, and offering different modes of interaction such as visuals, audio, and text.
Multiple means of action and expression: Allowing learners to demonstrate what they know in different ways. This includes providing options for students to express themselves through writing, speech, or other forms of communication.
Multiple means of engagement: Providing learners with multiple ways to engage with content, activities, and assessments. This includes offering choices in how they approach and interact with learning materials, as well as creating opportunities for motivation and self-reflection.
(from: Universal Design for Learning (UDL)- Digital Accessibility Toolkit)
How do we design lessons with these principles at the forefront of our planning? Admittedly, it takes time, experience, and intentionality. When I first started teaching, this was a big part of my learning; thinking about how I learn and learning how others might learn differently. I started observing students, talking with them and their families about what helped them learn best, reading about different accommodations and learning about strategies that were new to me and ever changing with advancing technology. I asked colleagues for suggestions and feedback; I referred to a lot of documents and research to get ideas and examples.
Much like The Curb Cut Effect has benefitted so many people by making the world more accessible, Universal Design for Learning has a similar effect on the classroom. Educators have the power to build “learning curb cuts” into a lesson or unit in a variety of ways, from ensuring slide decks are visually accessible to offering assessment options, such as writing an essay or recording a podcast. These ‘Curb Cuts’ may help students with disabilities, as well as make life easier for the student who is anxious about public speaking, the student learning English, and the student who needs additional processing time. That seems like a classroom cultivated so that everyone can learn.
Please note: You may also read more about UDL in the Ontario Ministry of Education document entitled, Learning for All.
