UDL Core Foundation Resource

How does UDL anticipate learner variability and

reduce barriers in the environment?

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 Overarching Goal of UDL:
To anticipate learner variability and
reduce barriers in the design of learning
experiences.
Pause and reflect: What are sources of learner variability you have in your context?
How do you reduce barriers in the design of your learning experiences?

© 2019 CAST | Until Learning Has No Limits

 1. There is variability in our learners that we can
anticipate. Variability refers to the full range or
There are two key spectrum of learners. It can be predictable and
we can design to support it.
ideas in the UDL
Core Foundation 2. Barriers are places in a learning experience
Credential: where learners struggle in unproductive ways
that are not necessary to achieve the intended
learning goals or objectives.
Barriers can be proactively reduced in the
design of the goals, assessments, methods,
and materials using the UDL Guidelines.

© 2019 CAST | Until Learning Has No Limits

 Key idea #1:
Variability is predictable and can be anticipated.

UDL describes variability across 3 broad learning

networks of the brain:
● Affective networks involved in recruiting interest,
sustaining effort & persistence, and self-regulation
● Recognition networks involved in perception,
language and symbols, and comprehension
● Strategic networks involved in physical action,
expression & communication, and executive
functions.
To learn more, please visit this article: https://bit.ly/31xr5P0

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 Variability and the UDL Guidelines
Use the UDL Guidelines to reflect on
learner variability in:
● Engagement (interest, effort &
persistence, self-regulation),
● Representation (perception,
language & symbols,
comprehension),
● Action & Expression (physical
action, expression &
communication, executive
functions).

@LearningDsigned | learningdesigned.org © 2019 CAST | Until Learning Has No Limits

 How can you anticipate learner variability in
this learning experience:

● Students need to complete a reading assignment to understand the main

idea. We can anticipate learners will vary in how they sustain effort and
persistence (UDL Guideline 8.4). If we incorporate an option for learners
to have the option to use a graphic organizer, this supports variability in
effort and persistence.

● Students need to follow directions in a lab procedure. We can anticipate

variability in background experience and understanding the lab. Having
a flexible option to watch a video that highlights steps and ideas of the lab
supports the anticipated variability in background (UDL Guideline 3.2).

@LearningDsigned | learningdesigned.org © 2019 CAST | Until Learning Has No Limits

 Key idea #2: Unique to UDL is that barriers to learning are
identified as being in the environment, not in the student.

● Barriers can be anything that prevents a learner from

being able to access, build comprehension, and
engage in expert learning.

● UDL views barriers as being in the inflexible design

of the curricular goals, assessments, methods, and
materials. The UDL Guidelines are a tool to guide the
design of flexible learning experiences that reduce
barriers and keep the focus on the rigorous,
meaningful learning goal.

@LearningDsigned | learningdesigned.org © 2019 CAST | Until Learning Has No Limits

 How does the design of a learning
experience reduce barriers?

● Students may need to share information they have learned to the class.
There will be variability in student comfort presenting. To reduce that
barrier, students may have the option to deliver the information in front of
the class or through a video presentation (UDL Guideline 5).

*Notice how UDL does not label the student, but instead addresses the barrier
by incorporating a flexible design options that support the intended goal.

@LearningDsigned | learningdesigned.org © 2019 CAST | Until Learning Has No Limits

Try an Example. A teacher reads a paragraph out loud to
the students to give them key
information. The students have access to
a digital and paper copy of the paragraph.
Describe how the design anticipates learner
variability and reduces a barrier in the environment.

Sentence starters:
● The design anticipates learner variability...
● The design reduces a barrier in the environment
by...

© 2019 CAST | Until Learning Has No Limits

 Check your answers:
Describe how the design anticipates variability and reduces a
barrier.

The design anticipates variability in perception, because not all

students will be able to hear the passage - whether they are perhaps
sitting next to a distracting friend or process verbal information slowly.

The design reduces a barrier by having 3 options for students to

perceive the paragraph: they can hear the teacher, to use a paper
version, or have a digital version that can be read aloud, translated,
paused, or repeated.
@LearningDsigned | learningdesigned.org © 2019 CAST | Until Learning Has No Limits
How does this
Example relate to the
UDL Guidelines?
Students can listen to the
teacher read the passage
or can access a digital or
paper copy of the passage
- which allow for options to
customize the display and
alternatives for auditory
information.

These options align with

UDL Perception
Guidelines.
© 2019 CAST | Until Learning Has No Limits
 Final Reflection: anticipate learner variability
and reduce barriers in your environment:
● Identify the goal: what is it you want learners to know, do, and care about for this
learning experience?
● Anticipate learner variability: think about the range of engagement, background,
and skills that will exist among learners for this learning experience.
● Reduce barriers in the environment: reflect on where students get stuck or
where you typically have to re-teach. What are the barriers in the goals,
assessments, methods, or materials? Design a flexible option to reduce the barrier
- and be sure it supports learners to achieve the goal.
Use the UDL Guidelines to help generate ideas for designing flexible options!

@LearningDsigned | learningdesigned.org © 2019 CAST | Until Learning Has No Limits

 References

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from
http://udlguidelines.cast.org

CAST (2018). UDL and the learning brain. Wakefield, MA: Author. Retrieved from
http://www.cast.org/our-work/publications/2018/udl-learning-brain-neuroscienc
e.html

Meyer, A., Rose, D.H., & Gordon, D.T. (2014). Universal design for learning: Theory
and practice, CAST Professional Publishing.

@LearningDsigned | learningdesigned.org © 2019 CAST | Until Learning Has No Limits