Universal Design for Learning

February 01, 2026

Universal Design for Learning

After completing the IRIS Universal Design for Learning (UDL) Module (Steps 1–5), I developed a stronger understanding of how intentional instructional design can support diverse learners by reducing barriers to learning. Universal Design for Learning, also known as UDL, emphasizes proactive planning that provides all students with meaningful access to instruction through flexible goals, methods, materials, and assessments. The IRIS UDL Module highlights how designing instruction with learner variability in mind benefits not only students with disabilities, but all learners in the classroom (IRIS Center, n.d.).

When teachers develop goals using the principles of Universal Design for Learning, the most important consideration is focusing on what students are expected to learn rather than how they will demonstrate their learning. UDL-based goals are designed to be flexible and allow for multiple pathways to success while maintaining high expectations. By separating learning objectives from instructional methods or assessments, teachers can better address individual student needs and provide appropriate supports without limiting opportunities for learning.
If I were a second-grade teacher beginning a unit on plants, I would intentionally incorporate the three principles of UDL: multiple means of representation, action and expression, and engagement.

To present information, I would use a variety of instructional methods such as reading picture books about plants, showing short educational videos, using diagrams and anchor charts, and allowing students to observe real plants hands-on. These varied formats would support students with different learning preferences and help ensure that key concepts and vocabulary are accessible to all types of learners.
To assess student understanding, I would offer multiple options for students to demonstrate what they have learned. Students could draw and label parts o
f a plant on worksheets, write a short explanation, draw or build a model, or verbally explain the plant life cycle to the class. Providing choices allows students to use their strengths while still meeting the same learning objectives.
To maintain engagement, I would include hands-on and interactive activities, such as growing plants in the classroom, working collaboratively in small groups, and allowing students to choose which plant they want to observe and interests them most. These strategies help increase motivation, encourage active participation, and foster a positive learning environment.

Through completing this module, I learned that Universal Design for Learning is not about creating separate lessons for different students, but about designing flexible instruction that supports all different types of learners from the start. Applying UDL principles helps create inclusive classrooms where students feel supported, engaged, and capable of success!