A critical discourse analysis of the concept of universal design for learning (UDL)

Abstract

This article explores how the concept of Universal Design for Learning constructs problems relating to education and how it constructs solutions to these problems. This is done through a five-step critical discourse analysis of the founders’ extensive website. Our analysis shows that the problems of concern relate to a discourse of barriers; ‘barriers to learning that millions of people experience every day’. These barriers are not explicitly defined but further exploration reveals that primarily traditional teaching is at fault, being too rigid and not considering students’ differences. In terms of solutions, the website offers a multitude of recommendations on how to meet students’ differences, materialised through both visual and verbal representations, in a discourse of almightiness. The vast network of actors that is mentioned on the website emphasises the far-reaching ambitions for UDL. However, we suggest that the expectations it places on teachers are unreasonable and sub-optimal for students.