Learners differ in the ways they perceive and make meaning of information. For example, those with sensory disabilities (e.g., blindness or deafness), learning disabilities (e.g., dyslexia), and those representing diverse or non-dominant cultures and/or languages all approach content differently. And these differing approaches must be honored and valued. Equally important is the consideration of how people, cultures, individual and collective identities, perspectives, and ways of knowing are represented within the content. Learning, and transfer of learning, occurs when multiple representations and perspectives are used, because they support learners to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for every learner; providing options for representation is essential.
UDL Guidelines
The goal of UDL is learner agency that is purposeful & reflective, resourceful & authentic, strategic & action-oriented.
Design Multiple Means ofEngagement
Design Options forSustaining Effort & Persistence (guideline 8)
Design Options forEmotional Capacity (guideline 9)
Design Multiple Means ofRepresentation
Design Options forLanguage & Symbols (guideline 2)
Design Options forBuilding Knowledge (guideline 3)
Design Multiple Means ofAction & Expression
Design Options forExpression & Communication (guideline 5)
Design Options forStrategy Development (guideline 6)
PDF versions of the graphic organizer are available on the downloads page.
Representation | Guidelines & Considerations
Guideline 1Perception
Interact with flexible content that offers multiple modalities and perspectives.
Consideration 1.1Support opportunities to customize the display of information
Use accessible materials with settings that can be adjusted based on needs and preferences.
Consideration 1.2Support multiple ways to perceive information
Share information in more ways than images and text alone.
Consideration 1.3Represent a diversity of perspectives and identities in authentic ways
Learn from multiple and varying perspectives.
Guideline 2Language & Symbols
Communicate through languages that create a shared understanding.
Consideration 2.1Clarify vocabulary, symbols, and language structures
Construct meaning from words, symbols, and numbers using different representations.
Consideration 2.2Support decoding of text, mathematical notation, and symbols
Make sure text and symbols don't get in the way of the learning goal.
Consideration 2.3Cultivate understanding and respect across languages and dialects
Use translations, descriptions, movement, and images to support learning in unfamiliar or complex languages.
Consideration 2.4Address biases in the use of language and symbols
Honor a wide variety of forms of language.
Consideration 2.5Illustrate through multiple media
Make learning come alive with simulations, graphics, activities, and videos.
Guideline 3Building Knowledge
Construct meaning and generate new understandings.
Consideration 3.1Connect prior knowledge to new learning
Build connections to prior understandings and experiences.
Consideration 3.2Highlight and explore patterns, critical features, big ideas, and relationships
Accentuate important information and how it relates to the learning goal.
Consideration 3.3Cultivate multiple ways of knowing and making meaning
Honor multiple and diverse ways of developing understandings of the world.
Consideration 3.4Maximize transfer and generalization
Apply learning to new contexts.