I have often wondered what was the motivation for the creation of the Universal Design for Learning framework (UDL). Maybe the idea that educating groups of diverse learners became challenging to the teacher-centered learning environment. As a result, these learners became oppressed by the system and those responsible for educating them. Additionally, I wondered how oppression was systematically practiced against learners who were often stigmatized as failures and therefore looped into assignment iterations that did not promote learning. Ultimately, I realized that the oppression of one was linked to the other.
In today’s educational landscape the UDL framework presents a significant inclusive approach to teaching. In addition, failure is no longer looked at as the antithesis to success, but more of a steppingstone towards mastery. Gone are the days of the one-size-fits-all approach or the idea that iterations are equivalent to failing. Today, the realm of education pushes for accessibility no matter how diverse the needs and abilities of the learners may be. Moreover, failure is the new transformative force.
Learners are now equipped with advantages from the symbiotic relationship between UDL and failure. As a result, the acquisition of knowledge flows freely and the movement of the learner is flexible enough to accommodate the variety of learning styles and abilities.
The intersectionality of Universal Design for Learning and failure, identify the linked oppression of learning for diverse populations. Today, UDL has realigned the educational landscape to promote an experience that celebrates diversity, resilience, and greater success.