UDL Principles

→ The UDL Guidelines (PDF, 327 KB)
→ Key Questions to Consider When Planning Lessons (PDF, 162 KB)
→ Implementing UDL into Course Design

Explanation of the three core principles of Universal Design for Learning (UDL): Engagement, Representation, and Action & Expression

Multiple Means of Engagement

This principle focuses on the "why" of learning. It addresses how educators can stimulate students' interest and motivation to learn. By providing options for engagement, educators can tap into diverse learners' preferences and interests, enhancing their intrinsic motivation and persistence.

Guidelines

• Provide options for recruiting interest:
  Allow students to choose topics for projects that align with their personal interests.

• Sustain effort and persistence:
  Incorporate goal-setting activities and provide regular feedback to help students track their progress.

• Self-regulation: Teach students strategies for managing stress and staying motivated, such as mindfulness exercises and time management skills.

Multiple Means of Representation

This principle addresses the "what" of learning. It involves presenting information and content differently to accommodate the diverse ways students perceive and comprehend information. Providing multiple means of representation ensures that all students have an equal opportunity to learn.

Guidelines

• Provide options for perception
  Use captions and transcripts for videos to support students with hearing impairments.

• Language and symbols
  Use graphics, charts, and models to explain complex concepts, making them easier for visual learners to understand.

• Comprehension
  Provide summaries and study guides that highlight key concepts and terms, aiding in information retention.

Multiple Means of Action and Expression

This principle relates to the "how" of learning. It emphasises providing learners with various ways to express what they know. This could involve offering different ways for students to interact with materials and demonstrate their knowledge, thereby accommodating their diverse needs and preferences.

Guidelines

• Provide options for physical action
  Allow students to use different tools or technologies, such as speech-to-text software, for completing assignments.

• Expression and communication
  Offer students various formats for assessments, such as written papers, video presentations, or digital storytelling.

• Executive functions
  Guide students in breaking down complex tasks into manageable steps and provide templates to organise their work.