Every Student Deserves a Path to Success—Universal Design for Learning (UDL)

When You Design for One, You Exclude Many. Design for All Instead.

In today’s inclusive classrooms, no two students learn in exactly the same way. Some may struggle with reading but excel in verbal expression, while others may grasp concepts more effectively through movement or visuals. Instead of creating one-size-fits-all lessons and retrofitting support for students with diverse needs, educators can proactively design instruction that works for everyone—from the start.

What Is Universal Design for Learning?

Universal Design for Learning is a research-based framework developed by CAST (Center for Applied Special Technology) that guides educators in creating flexible learning environments that accommodate individual learning differences.

Principle 1: Multiple Means of Engagement (The Why)

Engagement is about motivating students and sustaining their interest in learning. What sparks curiosity for one learner may cause anxiety for another. This principle encourages teachers to offer varied ways for students to connect with content.

Strategies:

• Offer choices in topics, texts, or project formats

• Incorporate student interests and real-world relevance

• Create safe learning environments through clear expectations and routines

• Use goal-setting tools or self-assessment checklists

• Integrate movement, gamification, or social learning opportunities

Example: During a science unit, allow students to choose between studying extreme weather, space exploration, or animal adaptations—each aligned to the same learning objectives.

Principle 2: Multiple Means of Representation (The What)

Students access and process information in many ways. Some need visual support, while others benefit from hands-on experiences or auditory input. UDL encourages presenting content through varied formats to make it accessible and comprehensible.

Strategies:

• Use audio, video, text, and visuals to present key concepts

• Provide vocabulary support (e.g., word walls, glossaries, visuals)

• Scaffold with graphic organizers or concept maps

• Offer tools like text-to-speech or closed captions

• Use manipulatives or real-life objects when possible

Example: When teaching about history, combine primary source photographs, video clips of speeches, student-read articles, and timelines to support different modes of understanding.

Principle 3: Multiple Means of Action & Expression (The How)

This principle focuses on how students demonstrate their learning. Instead of limiting students to written responses or one test format, UDL encourages flexible methods of expression that honor individual strengths.

Strategies:

• Allow students to show understanding through videos, oral presentations, posters, or skits

• Use collaborative digital tools like Google Slides, Flip, or Padlet

• Incorporate assistive technology or adaptive tools as needed

• Scaffold complex tasks with checklists or step-by-step instructions

Example: After reading a novel, students might write a traditional essay, record a podcast analyzing the theme, or create a storyboard retelling a key scene from another character’s perspective.

By intentionally designing lessons with these principles in mind, teachers can reduce barriers and ensure access to learning for all students—regardless of ability, language background, or learning style.

What Is Differentiated Instruction?

Differentiated instruction is a teaching approach that tailors instruction to meet the diverse needs of learners. It is proactive, intentional, and responsive.

Instead of expecting all students to learn the same content in the same way at the same pace, differentiated instruction recognizes student variability and uses flexible teaching methods to meet them where they are.

Studies show that flexible grouping helps teachers tailor instruction to students’ readiness levels, learning styles, and interests. By continuously assessing students’ progress and regrouping accordingly, teachers can provide the just-right level of challenge and support.

In the context of reading instruction, this approach becomes critical. Students in any one classroom may range from non-readers to fluent readers. Others may struggle with decoding, fluency, or comprehension due to learning disabilities, language barriers, or limited background knowledge.

Flexible Grouping

Students should not be permanently grouped by ability. Instead, use ongoing assessments to create small, flexible groups that change as students grow.

This allows targeted instruction at a student's current level while promoting peer collaboration and growth. Unlike fixed ability grouping (often called tracking), flexible grouping is fluid, meaning students can move between groups as they grow and develop skills. This dynamic nature reduces the negative labeling effects and self-esteem issues often associated with static groups.

Use Ongoing, Formative Assessments

• Regularly assess students’ skills in reading fluency, comprehension, vocabulary, and phonics.

• Group students based on current needs—not static test scores.

• Be responsive to progress and adjust groups frequently (every few weeks or even weekly).

• Pre-assessments to identify where each student is starting from before launching a unit are critical.

  • Use exit tickets, fluency checks, KWL charts, or quick writes.

Vary the Grouping Criteria

Don’t always group by ability. Other grouping types include:

• Interest-based groups: for book clubs or project-based learning.

• Strategy groups: based on skills like summarizing or questioning.

• Mixed-ability groups: for peer modeling and collaborative problem-solving.

Keep Groups Small and Purposeful

• Ideal group size: 3–6 students.

• Target one skill at a time (e.g., decoding multisyllabic words, analyzing character development).

• Rotate groups for different purposes (e.g., comprehension in one block, fluency in another).

Create a Safe, Growth-Oriented Classroom Culture

• Avoid labels like “high” and “low” groups; focus on skill-based naming (e.g., "Vocabulary Explorers" or "Fluency Flyers") to promote a growth mindset.

• Normalize movement between groups—make it clear that all learners grow and change.

• Use positive reinforcement to celebrate effort and progress in all groups.

Provide High-Quality Instruction in Every Group

• Avoid using flexible grouping as an excuse for lower expectations in some groups.

• Ensure that each group receives targeted, explicit instruction with rich content, not just busy work.

Types of Flexible Grouping

Readiness-Based:

Description: Groups based on current skill level (e.g., phonics, fluency, comprehension).

Best Used for: Targeted reading instruction, interventions.

Teacher Tips: Use assessment data; regroup frequently.

Interest-Based:

Description: Groups based on topics students are curious about.

Best Used for: Book clubs, writing prompts, research projects.

Teacher Tips: Use surveys or classroom discussions to identify interests.

Strategy-Based:

Description: Groups formed around specific learning strategies.

Best Used for: Teaching comprehension techniques or specific academic skills such as decoding rules.

Teacher Tips: . Match students needing the same support in a skill area.

Mixed-Ability (Heterogeneous):

Description: Mix of skill levels to promote peer modeling and collaboration.

Best Used for: Cooperative learning, literature circles, STEM tasks.

Teacher Tips: Assign clear roles to ensure participation by all members.

Student-Choice Groups:

Description: Students choose partners or groups for short-term tasks.

Best Used for: Independent projects, exploration activities.

Teacher Tips: Offer guidelines to maintain productivity and inclusivity.

Teacher-Assigned Rotations:

Description: Groups rotate through stations with different tasks or skills.

Best Used for: Centers, hands-on practice, enrichment activities.

Teacher Tips: Include both review and challenge stations.

Scaffolded Support

Scaffolding helps students bridge the gap between what they can do independently and what they can achieve with guidance.

Examples of scaffolding in reading:

• Using graphic organizers to support comprehension

• Pre-teaching vocabulary

• Providing sentence starters or writing frames

• Offering audiobooks or text-to-speech tools for students who struggle with decoding

Gradually remove scaffolds as students become more independent.

Personalized Learning Plans

Inclusion is a practice, not a placement. For students with IEPs or 504 Plans—and even those without—teachers can create personalized learning experiences by:

• Offering choice in reading materials tied to student interest

• Setting individual goals

• Using adaptive learning software that adjusts to the learner’s pace and level

Regular check-ins and progress monitoring are key to making personalization meaningful.

Advocacy Corner:

Parents play a critical role in ensuring their child’s needs are met. At IEP meetings or parent-teacher conferences, consider asking:

• How is reading instruction being differentiated for my child?

• What assessments are used to determine reading level and instructional needs?

• How often is my child’s reading progress monitored?

• Is my child receiving any small-group or 1:1 reading support?

• What interventions are in place if my child is not making adequate progress?

• Are teachers trained in structured literacy or evidence-based reading interventions?

• Can I see examples of how instruction is tailored for students with similar learning profiles?

• How is instruction being designed to meet my child’s learning strengths?

• What options are available for my child to access and respond to the content?

• Can we discuss ways to apply UDL strategies in both general and special education settings?

Parental Rights: Requesting More Individualized Support

Parents have legal rights under IDEA (Individuals with Disabilities Education Act) and Section 504 of the Rehabilitation Act to advocate for appropriate support.

You have the right to:

• Request an evaluation for special education services if you suspect a learning disability

• Ask for a Functional Reading Assessment or a Dyslexia screening

• Participate fully in the development of your child’s IEP or 504 Plan

• Receive prior written notice when the school proposes or refuses to take action

• Request an Independent Educational Evaluation (IEE) if you disagree with the school’s findings

Tips:

• Put requests in writing and keep copies

• Ask for data and documentation that support your child’s reading placement or progress

• Work collaboratively with the team, but know you are your child's most important advocate

Recommended Resources

Websites to Enhance Differentiated Instruction in the Classroom

Newsela Offers leveled nonfiction articles with built-in quizzes, great for current events, science, and ELA.

ReadWorks Provides free leveled reading passages, vocabulary supports, and paired texts.

CommonLit Free digital library with differentiated reading materials and comprehension questions.

UDL Guidelines Official UDL framework from CAST, with examples, tools, and planning supports.

Choice Boards A collection of ready-to-use templates and ideas for creating engaging choice boards.

The Differentiated Classroom Toolkit (ASCD) Companion tools to Carol Ann Tomlinson’s best-selling book on differentiation.

UDL Resources for Educators

CAST: UDL Guidelines – The official framework with examples and free tools

UDL Book Builder – Create digital books that follow UDL principles

Learning Designed – Free UDL micro-courses and learning tools

Understood.org: UDL Toolkit – Family-friendly UDL explanations and supports

Books for Educators and Parents

How to Differentiate Instruction in Academically Diverse Classrooms by Carol Ann Tomlinson

The Knowledge Gap by Natalie Wexler

Overcoming Dyslexia by Dr. Sally Shaywitz

Equipped for Reading Success by David Kilpatrick

Articles

“What Is Differentiated Instruction?” by ASCD

“Structured Literacy: An Introductory Guide” by The Reading League

“Supporting Struggling Readers in Grades 3–5” (Edutopia)