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name udl
version 1.1.0
description Universal Design for Learning (CAST) — a framework for designing flexible learning experiences that accommodate learner variability from the start, rather than retrofitting accommodations after the fact. Based on neuroscience of how humans learn.
user-invocable false
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Universal Design for Learning (UDL) Skill

"Disability is not in the person; it is in the interaction between the person and the environment." — CAST

Background and theory: Read references/foundation.md

UDL Implementation Checklist

When designing a lesson or unit, check:

Engagement (WHY):

  • Choice in how students engage (topic, tools, grouping, pace)
  • Content connected to students' lives and interests
  • Psychologically safe learning environment
  • Goals clear and visible
  • Feedback growth-oriented and specific

Representation (WHAT):

  • Content in more than one format (text + audio + visual)
  • Key vocabulary and symbols pre-taught or supported
  • Background knowledge activated
  • Patterns and big ideas highlighted

Action and Expression (HOW):

  • Students can demonstrate learning in more than one way
  • Tools and technology accessible
  • Scaffolds available (and removable)
  • Support for planning and self-monitoring

Practical Strategies by Principle

Engagement

  • Choice boards with 4 ways to explore the same concept
  • Let students select which problems to solve
  • Begin with a real-world problem students care about
  • Flexible seating and workspace options
  • Post learning goals visibly
  • Tiered tasks at different difficulty levels
  • Give feedback: what's working AND what to try next
  • Teach self-monitoring checklists

Representation

  • Provide content as text + audio + video + diagram
  • Use captions on all videos
  • Create visual word walls with images
  • Provide graphic organizers showing concept relationships
  • Use color-coding to highlight key concepts
  • Provide worked examples before independent practice

Action and Expression

  • Allow response via typing, speaking, drawing, or pointing
  • Choice of product: essay OR presentation OR podcast OR model
  • Provide templates and sentence starters
  • Co-create project timelines with students
  • Use rubrics shared BEFORE the task

Anti-patterns

  1. Designing for the average — there is no average learner
  2. Retrofitting only — adding accommodations after instead of designing flexibly
  3. Options = lower standards — multiple PATHS, same high standards
  4. UDL as a checklist — it's a mindset, not compliance
  5. Technology = UDL — low-tech options are equally valid
  6. One accommodation fits all — different learners need different options
  7. Removing all challenge — support, not an easy path; preserve productive struggle
  8. Ignoring student input — students know best what helps them learn
  9. UDL only for "special needs" — benefits ALL learners
  10. Perfection paralysis — start with one principle and iterate

Output Format

## UDL Analysis

**Context:** [lesson/unit/situation description]

### Current Barriers
- [What's rigid or one-size-fits-all in the current design]

### UDL Recommendations

**Engagement (WHY):**
- [Specific options to add]

**Representation (WHAT):**
- [Specific formats/supports to add]

**Action & Expression (HOW):**
- [Specific alternatives for demonstrating learning]

### Implementation Priority
[Start with the highest-impact, lowest-effort change]