We have been hearing a lot about Universal Design for Learning (UDL), since the pandemic shifted how we think about education. Yet, confusion still exists about what UDL truly is and how it differs from differentiation. Many educators use these approaches together, but they serve different purposes and follow different processes. Understanding this distinction matters because it changes how we design learning experiences from the very beginning.
Think of differentiation as tailoring a suit after it has been made. You take the standard garment and alter it to fit different body types and preferences. UDL, on the other hand, is like designing a building with accessibility in mind from the ground up. You create ramps, wide doorways, and multiple entry points so that everyone can access the space naturally without needing special accommodations later. Differentiation responds to learner needs after identifying them, while UDL anticipates and designs for variability before learners even enter the room.
We are going to explore how to use UDL as a lens to guide our teaching and learning design. When we embrace this approach, we create spaces where all learners have access to meaningful learning and opportunities to grow. This is not about lowering expectations or making things easier. It is about removing barriers that prevent learners from showing what they truly know and can do. When we design with intention and flexibility, we honor the reality that every learner brings unique strengths, challenges, and ways of making sense of the world.
Blogs
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Guides
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What is UDL?
Universal Design for Learning Explained |
Differentiating Instruction: It’s Not as Hard as You Think
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Universal Design for Learning as an approach for inclusive practice
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A crash course in UDL (inclusive learning) with Katie Novak
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