Universal Design for Learning: Why One-Size-Fits-All Teaching Doesn’t Work
- Dr Suzanne Stewart
- Sep 8
- 2 min read
We all say it: "Every student learns differently.”
But here’s the truth, most classrooms are still designed for a one-size-fits-all approach. And when the conditions are the same for everyone, not all students can thrive.
This is where Universal Design for Learning (UDL) comes in.
What is Universal Design for Learning?
UDL is a teaching framework built on neuroscience research (Rose & Meyer, 2002). At its heart, it’s about flexibility, inclusivity, and learner agency. Instead of expecting students to adapt to rigid systems, UDL asks:
How can we design learning so every student feels supported and capable from the start?
The CAST UDL Guidelines break this down into three simple areas:
Engagement – the why of learning: How do we spark curiosity, keep motivation alive, and help students regulate emotions?
Representation – the what of learning: How do we present information in ways that all learners can access and understand?
Action & Expression – the how of learning: How do we give students different ways to show what they know and can do?
Why It Matters for Neurodivergent Students
For students with Autism, ADHD, or Specific Learning Difficulties, school can feel like a maze of barriers. Traditional teaching methods often lead to frustration, anxiety, or disengagement.
UDL flips that script. By focusing on learning preferences rather than labels it helps students feel a sense of belonging and success.
Think about it like this:
A student with ADHD might benefit from flexible seating and chunked instructions.
A student with dyslexia could thrive with audiobooks or text-to-speech.
A student with autism may shine when given a clear visual schedule and choice in how they complete a task.
These aren’t “extras.” They’re intentional design choices that open the door for every learner.
UDL in Practice
Reflection for teachers: Think of one student in your class who learns differently.
What could shift if your teaching made space for their strengths?
How might it change their confidence, their engagement, and their outcomes?
Try this week: offer students a choice in how they complete one task (e.g., write it, record it, or present it). Notice the difference in engagement—that’s UDL in action.
In the next blog, we’ll dive deeper into the three core principles of UDL and explore practical strategies you can use straight away.