This is a challenging time to be a teacher. New policies and changing demographics are making schools more diverse than ever. An increasing number of students with disabilities and learning differences are being educated in regular classrooms, and new policies are holding schools accountable for the progress of all learners. State and federal standards, together with a shift in how literacy is defined, are compelling teachers not only to cover large amounts of material but also to instill a deep understanding of this material. These days, we are demanding more of students than the acquisition of facts: We want them to ask questions, find information, and use that information effectively. We want them to learn how to learn.
In this chapter, we share our vision for a new approach to pedagogy that responds to the challenges of education today. CAST has drawn on the neuroscience of learning and the study of media to develop the concept of Universal Design for Learning. The central practical premise of UDL is that a curriculum should include alternatives to make it accessible and appropriate for individuals with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts. The "universal" in universal design does not imply one optimal solution for everyone. Rather it reflects an awareness of the unique nature of each learner and the need to accommodate differences, creating learning experiences that suit the learner and maximize his or her ability to progress. UDL provides a framework that helps teachers differentiate their instruction through carefully articulated goals and individualized materials, methods, and assessments.
We begin this chapter by tracing the origins and development of UDL and addressing the important difference between access to information and access to learning. Next, we introduce the three basic principles of UDL and illustrate how—by applying insights into the brain and the strengths of new media—teachers can use these principles to inject flexibility into their classrooms.