Universal Design for Learning was introduced by educators David Rose and Anne Meyer at Harvard’s Center for Applied Special Technologies (CAST) over a decade ago. UDL provides a framework for designing flexible lessons that will work in today’s diverse classrooms. UDL practitioners apply the UDL core principles Multiple Means of Engagement, Representation and Expression to remove potential barriers and to scaffold learning. The UDL movement gained momentum as educators realized that supports originally intended for students with special needs often benefitted all students.
In BC, UDL has grown from a special project at SET-BC to a cornerstone of the newly-revised BC curriculum. As an educational framework, UDL is compatible with other BC educational initiatives such as 21st century learning, Response to Intervention, and Differentiated Instruction.
Universal Design for Learning provides a framework for creating flexible curricula for today’s diverse classrooms.
The core principles of UDL are based on current educational research and brain science. The core principles address the why, what and how of learning.
BC was an early adopter of UDL, and interest in UDL continues to grow in the province. UDL philosophy is reflected in SET-BC’s 3-tiered model and in the redesigned BC Curriculum.
The focus of 21st Century Personalized Learning is to help students develop creativity, critical thinking, problem-solving, communication and collaboration skills.
Response to Intervention is a framework that focuses on proactively providing interventions for students before they become frustrated with learning.
Differentiated Instruction is a framework that responds to unique learner needs by differentiating content, process, product and learning environment.