Confused about the differences between Differentiated Instruction (DI) and Universal Design for Learning (UDL)? A previous post explains the two concepts in basic terms, and from two perspectives – one from Katie Novak and the other from New Zealand Ministry of Education. But what about the literature on this topic?
A recent systematic review provides an insight into the views of the two approaches to inclusion. And yes, there is a bit of “fuzziness” between the two.
The systematic review confirmed that confusion exists when examining the two frameworks. They explored twenty-seven peer-reviewed articles and found three interpretations of the two approaches. One was to diminish one approach in favour of the other, another was to include DI within UDL, and incompatibility was the third approach.
The authors conclude the approaches are complementary theories; DI is embedded within UDL and that DI is a model independent of UDL. However, descriptions of the interrelationships in the literature tended to rely on perception rather than evidence.
The authors reference studies that show they are both are inclusive pedagogical models. They have the potential to transform education systems by counteracting the existing one-size-fits-all approach.
The article provides a salient overview of the importance of pedagogical approaches that aim to reach all students, as a foundation to truly inclusive education.
The title of the article is, “Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI): A systematic review”. It’s open source from ScienceDirect.
There are more practical suggestions on reducing barriers to learning on the CUDA website.