Describing UDL Through a Desk and Chair Analogy

Universal Design for Learning (UDL) is a key component of Tier 1 instruction; however, it’s essential to understand that UDL is a framework or lens, not a checklist. It may be helpful to conceptualize UDL through a desk and chair example. Imagine our goal is to help all students use this piece of furniture for learning. Read the following post or watch my video below for more details! 

 

Accessible

One question we could ask is: How can we make it more accessible? For instance, we could separate the desk from the chair so that anyone can use it, or modify the legs to make the desk height adjustable. This aligns with the UDL Principle Designing Options for Representation. For example, creating accessible lessons and environments involves considering how to make information available through multiple presentation options. This might include using various types of media to help students understand concepts, offering support for vocabulary and symbol recognition, and providing strategies to build knowledge effectively.

Check out my video explanation! 

Useful

Another question to consider is: How can we make the desk more useful to learning? We could consider adding a whiteboard to the top, creating storage space for tools and writing utensils, or even integrating charging stations for devices. This aligns with the UDL Principle Designing Options for Action and Expression. For example, it can be useful to offer students multiple ways of demonstrating their knowledge and skills, such as creating a video, writing a text, or developing a visual. Additionally, it's about allowing students to interact and move within the learning environment.

Engaging

A final question to consider is: How would a student design this desk? Students might choose to add stickers, lights, a soft cushion, or make the desk adjustable to fit their needs. This aligns with the UDL Principle Designing Options for Engagement. When designing lessons and learning environments, it’s crucial to consider how students engage with content and the learning environment. We can engage students by personalizing word problems or content to match their interests. It's equally important to offer opportunities for them to challenge themselves and deepen their understanding. This includes addressing their emotional needs by incorporating social-emotional learning, promoting empathy, and developing strategies to manage frustration when learning becomes difficult.

Conclusion

UDL is a method for creating lessons and learning environments. Not every UDL Guideline or Consideration needs to be present in every lesson, and that's okay. The objective is to identify learning obstacles and design for access, engagement, and flexible opportunities for students to demonstrate their understanding. Most importantly, it also begins with the recognition that all students are capable of mastering grade-level content, even though their paths may differ.

Matt Bergman (2024)