How to Implement UDL in Kindergarten

In the middle of a busy spring morning in my kindergarten classroom, something powerful happened. A very quiet and often overwhelmed 6-year-old proudly stood in front of his peers to explain his understanding of plant life cycles. Not with a worksheet, but with a self-illustrated book he had made out of construction paper and classroom art supplies. This student had previously struggled to express himself during traditional assessments, but by engaging in multiple ways to demonstrate his knowledge, he unlocked a part of himself we hadn’t seen before.

That moment captured why Universal Design for Learning (UDL) is not just theory; it’s a practical and transformative way to teach, especially in the early years. UDL empowers all young learners by proactively designing lessons that support diverse needs from the very start.

UDL is a research-based framework that guides teachers in removing barriers to learning by offering students multiple ways to engage with content, access information, and express what they know. Rather than waiting for a student to fail before adapting instruction, UDL encourages educators to anticipate variability. The framework is grounded in three core principles: multiple means of engagement (the “why” of learning), representation (the “what” of learning), and action and expression (the “how” of learning). In a kindergarten classroom where differences in developmental readiness, language, attention, and background are especially pronounced, UDL allows all children to feel seen, capable, and connected to their learning journey.

UDL Addresses a Variety of Student Needs and Interests

In kindergarten, the need for inclusive, flexible instruction is immediate and ongoing. This past year, my classroom reflected a wide range of abilities: children who are learning English, those with sensory sensitivities, some with strong academic skills, and others still mastering basic routines. Traditional, rigid instructional methods often leave some students behind. UDL helps me address this by making accessibility a core design feature of my daily practice. When we view learner differences as assets rather than deficits, we build classrooms that affirm each child’s identity and potential.

To begin, implementing multiple means of engagement in my classroom starts with the physical environment. I offer flexible seating options—beanbags, wobble stools, rugs, and desk trays—so that students can choose where and how they focus best. Some students need to move to think; others crave stillness. 

Engagement also comes from tapping into student interests. When designing thematic units, I regularly poll my students. Two years ago, our unit on transportation expanded into a two-week deep dive on garbage trucks after several students expressed fascination with sanitation workers. We read books, watched videos, built models, and even created a recycling center in our dramatic play area. By anchoring academic goals in authentic interests, I saw increased motivation and deeper connections to content.

For multiple means of representation, I focus on presenting information in ways that appeal to varied learning modalities. During a lesson on patterns, I use physical manipulatives, a rhythmic chant, a read-aloud with visuals, and an interactive game on the Promethean board. These options allow students to access the concept regardless of their preferred learning modality or language proficiency. I also regularly use visual anchors—such as anchor charts, story maps, and color-coded sentence starters—to support comprehension.

One of our most popular tools is interactive storytelling. During read-alouds, I pause to ask questions, invite movement, and use props to represent characters or events. When we read The Very Hungry Caterpillar, students hold laminated food cutouts and place them in a caterpillar’s “stomach” as the story progresses. This multisensory approach supports memory, builds vocabulary, and makes abstract concepts more concrete.

UDL Facilitates Project-Based Learning and Technology Integration

To provide multiple means of action and expression, I ensure that students can demonstrate learning in various ways. During our unit on community helpers, students chose from several project formats: building a model of a fire truck out of blocks, creating a short video interview with a family member who helps the community, or drawing a poster about a helper’s job. By offering options, I learned more about each child’s understanding and strengths. One student who struggled with fine motor skills created a voice memo on her iPad explaining her project, showcasing her knowledge in a way that traditional methods wouldn’t have captured.

Technology plays a helpful role in supporting diverse expression. iPads are used for audio recordings, drawing apps, and interactive story creation. For students with speech delays or processing challenges, tools like voice-to-text and picture communication boards have made a tremendous difference. Assessment in my UDL classroom goes beyond worksheets. I use observational rubrics, student portfolios with annotated work samples, and group presentations that emphasize collaboration and communication. These assessments provide a fuller picture of growth while validating different learning paths.

Start Small for Successful UDL Implementation

Implementing UDL, however, is not without its challenges. Time and planning are significant concerns, particularly in the beginning. It’s easy to feel overwhelmed by the idea of redesigning everything at once. My advice is to start small. Choose one lesson a week and redesign it using UDL principles. Ask yourself, “Can I offer one more choice in how students show what they know? Can I vary how I introduce this concept?” Each small shift builds momentum.

Collaboration has also been key to sustaining UDL in my classroom. I regularly consult with our special area teachers to co-plan lessons and share resources. Working together supports individual students more effectively and models inclusive values for our entire school community. Families also play an important role. I invite them to share information about their children’s learning preferences, home languages, and interests through surveys and conferences. Their insights shape my planning and deepen the sense of partnership.

UDL Provides an Essential Framework for Learning

Ultimately, UDL has transformed how I teach and how my students learn. It’s not an extra layer—it’s an essential framework that centers equity, flexibility, and joy. In a kindergarten classroom, where every day is full of discovery and unpredictability, UDL provides the structure and mindset to embrace learner variability as a strength. It empowers students by offering choice, honors their experiences through representation, and supports meaningful expression of learning.

For teachers looking to create classrooms where every child can thrive, UDL offers both the map and the tools to get there. Start with one lesson, one choice, one change, and watch how it opens doors for every learner, including yourself.