To the Editor:
I found that your article, “Disability Experts Debate Merits of Universal Design” (The Chronicle, September 18), perpetuates several misconceptions about the Universal Design for Learning framework.
First, Universal Design (UD) and the Universal Design for Learning (UDL) frameworks should not be used interchangeably. UDL is an instructional design framework stemming from the notion that all learners are variable and instruction should be flexible and provide multiple means for students to engage and express their knowledge and for teachers to represent the information. When referring to higher education and the quality of learning, the authors should have focused on UDL framework.
The article presents together several topics: students with disabilities, accommodations, inability to advocate for services while in college as arguments against UDL implementation at the higher-education level. While UDL began in special education and with students with disability in mind, it quickly evolved to the notion that all students present variability and teaching should be flexible enough to meet the needs of all learners. Moreover, while providing multiple means to represent the knowledge, assess students learning, and allow for engagement will make learning more accessible for many learners, some individuals with certain disabilities will still need additional accommodations, which is understandable given the range of needs of all learners. Finally, the fact that students with disabilities are not sufficiently accessing services on campus should be connected to their high-school transition services which should have equipped them with self-determination and advocacy skills. Making a connecting to UDL creates unnecessary confusion and a negative connotation.
Lastly, the title of the article suggests that experts have been consulted, yet nobody from the two leading organizations, CAST or UDL Implementation and Research Network (UDL IRN). was asked to contribute to the article. My assumption would be that in order to present a true full picture of the status or impact of UDL in higher education, one would want to consult actual UDL founders or national-level leaders.
Aleksandra Hollingshead
Assistant Professor of Special Education
University of Idaho
Moscow, Idaho
