Universal Design for Learning (UDL) is reshaping education by insisting that learning environments be as inclusive and accessible as possible. At its core, UDL is about removing barriers and ensuring that all students—regardless of how they learn—can thrive.

When I first heard about UDL, I was early on in my master’s program and also teaching at Carroll. It was 2001, and I remember feeling excited by the burgeoning movement.

A few years later, as a doctoral student at Boston College, I had the privilege of studying with Richard Jackson, a UDL researcher and pioneer. I also met David Rose, cofounder of the nonprofit CAST, which created a three-part framework around UDL for schools to follow: 

1. Representation: presenting information to students in a variety of ways
2. Action and expression: allowing students to demonstrate their knowledge in a variety of ways
3. Engagement: motivating students to persist and self-regulate 

As I learned about UDL—and later co-taught a class on the subject to graduate students—I remember thinking, “This is meant for Carroll kids!” 

With UDL, students who are traditionally marginalized, like those with learning differences, are drawn away from the edges. As a result, the focus of educators shifts away from the center, away from the “average.”

As any educator knows, there is no “average” learner. By designing curriculum with the “edges” in mind, we make space for diversity of thought. Student engagement grows. Ultimately, instead of reaching 50-60% of the kids in a class, we have a much greater chance of reaching 100%.

As educators, that’s what we all want.

Indeed, research shows that, across disciplines and grades, the concrete UDL guidelines CAST provides can improve access and outcomes for all students, not just those with dyslexia.
 

The Power of UDL

What makes UDL so powerful, and why does it align so closely with Carroll’s educational approach?

• UDL acknowledges variability in learning styles. It also debunks the myth, well supported by neuroscience, of an “average” learner. Making learning accessible for everyone—or, as we say at Carroll, “giving every child what they most need”— means all students gain.
   
• UDL reflects an assets-based—not deficits-based—view of students. UDL’s mission to “eliminate barriers and elevate strengths” resonates at Carroll, where student potential is central to our philosophy. Rather than dwell on areas of struggle, we draw on individual strengths as a springboard to grow confidence and improve areas of weakness.
   
• UDL allows for multiple entry points to material and multiple assessment options. It is not uncommon for Carroll teachers to invite students to choose a testing format that aligns with their strengths—for example, answering an essay prompt verbally as opposed to writing it down.
   
• As a result, UDL promotes agency and choice among teachers and students, leading to more empowered, more resourceful, and more motivated students. The more agency kids possess in a task, the deeper their learning and confidence.
   
• UDL emphasizes emotionally sound, student-centered teaching. Our Responsive Classroom approach and emphasis on building social emotional skills are just two examples of how, as prerequisites to learning, we establish a foundation of trust and connection in the classroom. 
   

Harnessing UDL to Reach Every Learner

Unquestionably, UDL is central to the educational mission of Carroll and schools like ours.

Imagine the impact if an increasing number of schools apply UDL principles to their approach: This, combined with the rise in assistive technology and other AI-supported learning tools, will help to increase accessibility, engagement, and expression. These tools are introducing and fueling the implementation of UDL across educational spaces, equipping schools that would not otherwise have the resources to do so.

To be sure, UDL is not a one-size-fits-all approach. It requires a combination of thoughtful curriculum design, an understanding of the rich learning data unique to each student, and capable educators who can analyze that data and meet students where they are. It also requires a great deal of planning and attention to how students are receiving lessons in the classroom. With proper training, all teachers can harness UDL to help all students feel seen, heard, and understood in the classroom. 

That’s why, at Carroll, you will often hear educators say: “We know your child deeply. We understand how they learn. And, we have a plan for them.”

Ultimately, UDL is less about teaching and learning and more about the positive, expansive, inclusive ways we show our regard of students and all that they have to offer the world.

Again, as educators, this is a mindset we can all get behind.

* For a helpful explanation of UDL and its application in the classroom, watch this interview with Katie Novak, Ed.D., founder of Novak Education and “the go-to expert for making UDL not just accessible, but highly engaging.” You might also want to explore her book Unlearning: Changing Your Beliefs and Your Classroom with UDL.