11/11 Designing for Every Mind: Putting Universal Design for Learning (UDL) into Practice at Duke

Universal Design for Learning (UDL), developed by David Rose and Anne Meyer at CAST, is an evidence-based framework that helps educators create flexible learning environments that accommodate diverse learners from the start (CAST, 2018; Hall et al., 2012). Rather than relying on individual accommodations after problems arise, UDL asks how courses themselves can be designed for variation in attention, memory, motivation, and processing style - hallmarks of neurodiversity.

This meeting will focus on translating UDL theory into concrete changes in Duke classrooms, informed by current research and student experience.

We’ll discuss:

• Accessible syllabi - transparency in structure, workload, and grading (Roberts et al., 2021).

• Flexible attendance and assessment - how participation and presence can be measured in multiple ways without lowering standards.

• Multimodal engagement - offering parallel pathways to learn and demonstrate understanding (discussion, visuals, writing, asynchronous options).

• Technology for inclusion - captioned media, screen-reader-friendly PDFs, and digital tools that support executive function.

Suggested Readings

• CAST. (2018). Universal Design for Learning Guidelines Version 2.2. CAST Inc. https://udlguidelines.cast.org

• Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD.

• Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal Design for Learning in the Classroom: Practical Applications. Guilford Press.

• Roberts, K. D., et al. (2021). Applying UDL in Higher Education: Accessibility, Flexibility, and Equity. College Teaching, 69(3), 143–151.