Universal Design for Learning (UDL) has many applications beyond access for learners who may have disabilities. Many objectives in the UDL framework tie-in directly to the adult basic education learner (a population I am very familiar with). Many of my adult basic education students may have differing levels of ability, language proficiency and barriers that have interrupted their educational goals in the past. By implementing UDL in the lesson planning process, I believe that it would empower students to take control of how and what they learn. It would prep them for higher education or training where much of the learning process is internally driven. I came across an article for an educational technology class I’m taking that can help those struggling with how to implement these concepts, Lesson Planning with Universal Design for Learning by Allison Posey MEd.

Instructors implementing UDL will find the focus will change from “why doesn’t the student…” to “how can I change the lesson” to get the response needed. By focusing on the goal of the lesson, the range of your student’s abilities, and implementing design strategies, the instructor can reduce student barriers and help to develop student skills and increase their educational autonomy. The article provides a number of introspective questions educators can use to evaluate and guide in their lesson planning. Examples of instructional changes are given dependent upon what the focus of the goal is–which I find very practical and effective. I would definitely suggest this article to fellow instructors or administrators who are looking into UDL and its aims. We always talk about barriers to education and how to equip learners to overcome them in education. But by utilizing UDL we then change the focus on how do we equip learners into–what ways can I engage my student using modalities and methods to best ensure their growth and self-regulation?