Imagine a building with only stairs. A boy using a wheelchair cannot enter the building without help. The problem is not the boy—it is the design of the building. Architects realised that instead of making special changes later, they could design buildings from the beginning so that everyone could use them. This idea became known as Universal Design. For example, a ramp helps a person using a wheelchair. It also helps a parent pushing a stroller or someone carrying heavy luggage or an elderly person who finds climbing stairs difficult.
A feature designed for one group ends up benefiting many people. Educators then asked an important question: “If we can design buildings that are accessible to everyone, can we also design learning so that every student can succeed?” So, in the 1990s, researchers at CAST, especially David H. Rose and Anne Meyer, began studying why some students struggled in school. They noticed something important - many students were not struggling because they were incapable of learning. They were struggling because the curriculum was designed for only one type of learner. For example, a child with dyslexia struggles if learning depends only on reading long texts. A child with hearing impairment struggles if everything is explained only through speech. Or any neuro-typical child struggles if expected to sit and listen quietly for long periods. A gifted student may lose interest if the work is too easy. The problem often lies not in the learner but in the way learning is designed. Since every learner’s brain works differently, teaching should also provide different pathways for learning. This became the foundation of Universal Design for Learning or UDL.
Further, research on the brain showed that people learn in different ways. Scientists found that learning involves three broad brain networks:
- Recognition Network – What we learn Understanding information through reading, listening, watching, or observing.
- Strategic Network – How we learn Planning, solving problems, writing, speaking, drawing, or creating.
- Affective Network – Why we learn Motivation, interest, emotions, and engagement.
Suppose a teacher wants to teach a concept like, the water cycle - In a traditional approach the teacher may - explains the lesson, asks students to read the notes, textbook and gives a written test. Some students succeed, while others struggle—not necessarily because they do not understand, but because the method does not suit them. In a UDL approach the teacher would show an animation, demonstrate the process with simple experiments, discuss real-life examples, provide diagrams, and let the students explain the concept by making a model, drawing a poster, writing a paragraph, or giving a presentation. All students learn the same concept, but they are given different ways to access the content and demonstrate their understanding. Think of ordering food at a restaurant. If the restaurant serves only one meal, many customers may not be able to eat it because of allergies, dietary restrictions, or personal preferences. A good restaurant offers different options while ensuring everyone receives proper nutrition. Similarly, UDL does not lower learning standards. It provides different pathways to reach the same learning goals.
UDL shifts the question from “How can we fix the student?” To “How can we design learning so that every student has a fair opportunity to succeed?”. Instead of expecting every learner to fit one teaching method, UDL encourages teachers to make learning flexible from the beginning. In short, Universal Design for Learning (UDL) is a way of teaching that helps every child learn by offering different ways to understand, learn, and show what they know. It recognises that every learner is unique and learns differently.
UDL follows 3 principles - Different ways to learn – Present information in multiple formats (reading, videos, pictures, demonstrations, discussions). Different ways to show learning – Allow students to write, speak, draw, build, perform, or create. Different ways to stay interested – Offer choices, real-life connections, collaboration, and appropriate levels of challenge.
To strengthen inclusive teaching practices and help teachers respond to the diverse learning needs of students, the school organised a two-day workshop on Universal Design for Learning (UDL) during the Teacher Orientation Programme on 8 th and 9 th June. The workshop was conducted by Dr. Varsha Gathoo, an expert in inclusive and special education with over 30 years of experience, along with Dr. Sharmishtha Oak, who also specialises in inclusive education and UDL. The workshop was planned and conducted using the three principles of UDL, giving teachers first-hand experience of inclusive teaching. Through discussions, activities, videos, group work, real-life connections, and hands-on lesson planning, teachers from the junior, middle, and senior school explored practical ways to design flexible lessons that value learner diversity and make learning more engaging and accessible for every child. This workshop marks another meaningful step in the school’s ongoing journey towards inclusive and joyful learning. Rooted in the philosophy of J. Krishnamurti, which encourages understanding of each child as a unique individual, the school remains committed to creating classrooms where every learner feels welcomed, supported, and inspired to grow. As teachers begin to apply the UDL framework in their classrooms, learner diversity will continue to be celebrated as a strength that enriches the entire learning community.