In the face of a literacy crisis, educators and schools are looking to create a more equitable learning experience for all students. Recent news in Oregon highlights the complexity of the ongoing opportunity gap. Oregon’s State Board of Education's unanimous decision to extend the pause on the requirement for high school students to prove basic mastery of reading, writing, or math until at least 2029 underscores the debate on educational standards and equity. This decision reflects broader discussions on how to balance high academic standards with equitable access to opportunities for all students. I strongly believe that Universal Design for Learning (UDL) is part of the answer.
Despite popular opinion, UDL is more than “voice and choice” or using the UDL Guidelines as a checklist. UDL is grounded in the fundamental belief that all learners can succeed when we design the conditions students need to learn at high levels. When it comes to literacy, this means that we have to believe that every student can comprehend complex texts, actively contribute to rich classroom discussions, and produce authentic writing appropriate to the task, purpose, and audience. But how?
In our book, "Universal Design for Learning in English Language Arts," my fellow authors and I—four practicing English Language Arts (ELA) teachers—detail the application of UDL by identifying the four essential curriculum components that make up a comprehensive learning experience. These components are integral to any lesson planning approach, encompassing goals, methods, materials, and assessments. In UDL, when we talk about “firm goals, flexible means,” the methods, materials, and assessments are as flexible as possible while still providing opportunities for all learners to work toward the stated goal. The sections below delineate these core curriculum elements, each examined through the UDL perspective, and provide options and choices. It’s important to note that not all choices are created equal. It is critical that all pathways align with the firm goal and that students have opportunities to reflect and choose a pathway that creates a balance of challenge and support. One great strategy is to provide time for students to reflect on their options and then ask them to participate in a visible thinking strategy where they use words, pictures, or media to share what pathway they are choosing and why.
Every UDL-oriented lesson is grounded in a clear learning objective or firm goal articulated in state standards or district competencies. Using the standard's language without including terms that may restrict the goal is crucial.
Why? This approach allows for a variety of outputs, such as essays, letters, and speeches, while staying true to the original language of the standard. When establishing your objectives, reflect on these questions:
Now, sometimes, there are standardized assessments that are not flexible. In UDL, always be clear about the purpose. For example, you may say, “In our upcoming state standardized test, you will be required to produce a multi-paragraph essay, so I want you to be prepared for that.” If you cannot offer flexibility in the goal, consider how you can offer flexible methods and materials outlined in the sections that follow.
Assessments are tools for gathering information on a learner's performance. Diagnostic and formative assessments are tools you can use to refine instruction, so ensuring all assessment target standards will help you target instruction for students who have not mastered the standard yet. After unpacking the standard, consider creating a list of "acceptable evidence" that students can use to demonstrate they've met the goal or employ AI to generate such a list. This approach facilitates the development of a standards-based rubric capable of evaluating all potential options so you can create flexible groups based on performance on the rubric.
Consider these questions when designing assessments:
There are a multitude of ways that students can build knowledge and skills. A universally designed lesson allows students to choose which methods they will use to learn.
When considering methods for delivery, consider:
When offering materials to your students, consider setting up a buffet of resources for students to choose from instead of requiring all students to use the same resources. Offer graphic organizers, checklists, rubrics, or exemplars. Because of variability, they won’t all need the same support, and they should be empowered to know themselves as learners and choose what they need.
When reflecting on the materials you are offering students, ask,
Certainly, we don't want to prevent students from graduating because of an inaccessible test or lowered standards. However, by integrating Universal Design for Learning (UDL) principles, we can make instruction, standardized tests, and graduation requirements more inclusive, thus better preparing students for the future lives they aspire to lead. UDL offers a framework for creating educational environments that accommodate the varied ways in which individuals learn, thereby reducing barriers and maximizing learning for all students. This approach aligns with the need for equity in education, ensuring that all students, regardless of their backgrounds or learning differences, have access to the same opportunities for success.