Thinking Like a Universal Designer: What's Necessary for Some is Good for All

How can we effectively support students who have bigger needs while still challenging those ready to move full speed ahead? This is no simple task! Meeting the needs of a wide profile of learners can easily feel overwhelming and is perhaps the most challenging part of being a teacher.

In this session, we'll explore how integrating Universal Design for Learning (UDL) strategies and thinking into our planning can streamline much of this effort and reduce the differentiation and individualized adaptations we need to add later. As it turns out, much of what's necessary for a few is good for all!

CONNECT & ENGAGE

How can our instruction meet the needs of students who need additional support and those who need additional challenge? This essential question sets the stage as we reflect on the complexity of supporting all learners.

Through an engaging dialogue and mini activities, participants will connect with one another and share their own challenges and successes. Together, we’ll identify common barriers and begin exploring how Universal Design for Learning (UDL) strategies offer a proactive framework.

By the end of this section, participants will feel energized and ready to dive into the "doing" of UDL.

LEARN

Participants will explore the three UDL principles – engagement, representation, and action & expression – through short, interactive mini-lectures, group dialogue, and practice with upcoming units of instruction. We’ll break down each principle into the "why" and "how" and examine how they address learner variability.

Participants will then apply their learning by analyzing and refining lessons they’ve brought to the session. With opportunities to collaborate and share ideas, this section bridges theory and practice, providing actionable steps to streamline planning and better meet the needs of all learners.

REFLECT & APPLY

The session culminates with participants' taking turns leading and sharing their redesigned lessons in a round-robin format. Together, we’ll provide feedback, celebrate creative solutions, and uncover additional ways to iterate our work.

Through this process, participants will deepen their understanding of UDL and leave with ready-to-implement strategies for their classrooms. By actively applying the principles of UDL, participants will gain confidence in creating lessons that engage and challenge every student, ensuring equitable access to learning for all.

OUTCOMES

• We can describe Universal Design for Learning (UDL) as a way of thinking.
• We can analyze barriers and apply UDL principles to refine lessons and proactively address diverse learner needs.
• We can critically reflect and collaborate to enhance UDL practices in our classrooms.