Embedding Universal Design for Learning in the Large Class Context

Abstract

At the heart of universal design for learning (UDL) is an appreciation of the variability and diversity of learners. This chapter reflects on the experience of embedding the principles of UDL in the context of a large, higher education class comprising 400+ students. The case study examines the deliberate alignment of the multiple means of representation, expression, and engagement pillars of UDL with the curriculum, teaching, learning, and assessment pillars of pedagogy. Creating a variety of avenues to the core concepts addressed the diversity in the group, allowing for deep engagement with some complex ideas. Provision of choice around assessment developed a sense of agency as students could tailor their work to align with their interests and experiences while simultaneously meeting the learning outcomes, thereby enhancing engagement. The principles of embedding UDL in large class pedagogy can be applied across higher education albeit they may need to be adapted for the specific requirements of the content area.