Beginning your journey into Universal Design for Learning can be both exciting and daunting. While Universal Design for Learning (UDL) is not a checklist, but rather both a framework and a philosophy for designing learning environments, there are a few strategies that you can begin immediately. Simple changes incorporated into your learning environment can begin to add layers of scaffolding and support while simultaneously moving students into more active participants in the learning process.

Here are 4 suggestions to jump start your journey:

1) Posting the Goal

Students need the opportunity to understand why they are doing what they are doing. Posting the goal not only allows students to understand the "why" but also brings them explicitly into the learning process rather than implicitly. It is also very important to note that when students know and understand the goal they are "are more likely to stay focused, monitor themselves successfully, and derive satisfaction from their progress" (Rose & Meyer p. 88).

2) Closed Captioning

Closed captioning is a simple strategy you can literally add to your learning environment with a click of a button. Closed captioning attends to guidelines one (options to see, hear, and perceive information) and two (options to decode language...). "These supports can help boost foundational reading skills, such as phonics, word recognition, and fluency, for a number of students. Given the wide (and inexpensive) availability of captioned and subtitled media on broadcast television, on DVDs, and online, it can be a valuable addition to your teaching of diverse learners" (Brann 2011).

3) Visual Timers

Whether students are working independently, with partners, or in small groups, students need much scaffolding and support to aide in executive functioning. Timers provide students a very concrete and explicit support to assist with both task completion and transitioning. There is a multitude of visual timer options you can certainly purchase and many online timer options available for free as well with literally a click of a button.

4) Text to Speech

The benefits of text to speech should ironically "go without saying". However, much like closed captioning, it is very easy and often readily available but not often brought into the learning environment as a whole. We tend to offer to certain students rather than incorporating as an optional choice. This great tool should not be reserved for individual student devices either. Utilizing these great tools with LCD projection and audio support during large group instruction should be considered as well.

Remember also that technology is a support and enhancement but not the "be all" to implementing UDL. We certainly live in a tech-rich society and our students are digital natives. However, you can build in supports regardless of your readily available resources and tech "knowledgey". If you are using a video without a closed captioning option, a printed script can be a great support. If you do not have access to text to speech, you can simply provide a recording of yourself or a fellow student.

"Do what you can, with what you have, where you are."

Theodore Roosevelt

Brann, Alise. (2011). "Captioning to Support Literacy." Powerup What Works: Reading Rockets. Retrieved from:

Rose, H. D., Meyer, A. (2002). Teaching Every Student in the Digital Age Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development.