Explaining UDL to Someone New? Use the Design Cycle
When it comes to implementing Universal Design for Learning (UDL) during lesson, unit or course development, many educators feel overwhelmed by the framework’s complexity. Enter Dr. Kavita Rao’s UDL Design Cycle (Rao & Meo, 2016), discussed in this ThinkUDL Feed drop. The Design Cycle is a transformative approach that has become the gold standard for making UDL accessible and actionable in higher education.
The Problem with Framework-First Approaches
Dr. Rao discovered a critical gap in UDL education through her years of teaching both pre-service and in-service educators. When she initially taught UDL by jumping straight into the framework. She would explain the principles, guidelines, and checkpoints, but noticed that something was missing. Teachers understood the concepts intellectually, but they often reduced UDL to simply “providing options.” While options are important, this oversimplification missed the intentional, proactive design thinking that makes UDL truly powerful.
The Design Cycle Solution
Dr. Rao’s design cycle emerged from this realization. Rather than starting with the framework, she created a process that contextualizes the guidelines within a practical, systematic approach to course development. This shift transformed how educators engage with UDL.
The genius of the design cycle lies in its flexibility and scalability. It can be applied to a single lesson, a multi-week unit, an entire course, or even a degree program. This adaptability means educators at any level can use the same process, making it easier to learn and implement consistently across different contexts.
It Starts Where Design Should Start: With Your Learners
The cycle begins by considering learner variability. This is where you recognize the learners’ strengths, assets, experiences, needs, and preferences. This grounds your design in reality rather than assumptions. You don’t need to know every individual student before you begin; you can anticipate variability based on your teaching experience and demographics. This assets-based approach helps you build on what students bring to learning, not just address deficits.
It Creates a Clear Path Forward
After considering variability, the cycle guides you to clarify your goals, then design activities and assignments with that variability in mind. The UDL framework becomes a menu of options to consider rather than a checklist to complete. This removes the pressure to implement every checkpoint and instead encourages thoughtful selection of strategies that serve your specific learners and goals.
It Emphasizes Intentional Design
Dr. Rao identifies proactive and intentional design as the heart of UDL. The design cycle makes this explicit by focusing on two unique elements: considering variability from the outset and actively reducing barriers in the learning environment. These elements distinguish UDL from other instructional design models and ensure that inclusivity is built in, not added on.
It Bridges Theory to Practice
The design cycle serves as a bridge between the theoretical UDL guidelines and practical application. It answers the “how” question that often stumps educators: “I understand the principles, but how do I actually do this?” The cycle provides a concrete process that translates abstract concepts into actionable steps.
The Lasting Impact
Dr. Rao’s design cycle continues to be the clearest approach to UDL implementation because it transforms a comprehensive framework into a manageable process. It allows for flexibility while maintaining fidelity to UDL’s core values of equity, inclusion, and learner-centered design. For educators developing course materials, this means less overwhelm and more confidence in creating truly inclusive learning experiences.
The cycle reminds us that UDL isn’t just about the framework—it’s about the process of designing with all learners in mind from the very beginning.
The original publication introducing the design cycle:
Rao, K., & Meo, G. (2016). Using universal design for learning to design standards-based lessons. Sage Open, 6(4), 2158244016680688.