4.5 - Universal Design for Learning and Accessibility

  • Reading time: 3 min.
  • Video time: 8:03

According to CAST.org Links to an external site., which originated the concept,

Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

UDL principles help instructors to design and teach classes that are as inclusive as possible. One of the ideas Dr. Wood advocated for on the previous page, variable assignments, is based in UDL, which fundamentally advocates providing options for learners in how they engage with the class, interact with content, and express understanding. 

Please take 8 minutes to watch the video below, in which I provide background on UDL, especially as it relates to accessibility. This is only a brief introduction, but by the end of this video, you should be able to:

  • Describe the three primary principles of UDL
  • Articulate the relationship between accessibility and UDL
  • Identify and reflect upon an area of your class that could be enhanced through a redesign considering UDL

In Sheryl Burgstahler's ADA Compliance for Online Course Design, she provides 20 practical tips. We'll revisit the more technically-oriented tips in this Handbook when we focus specifically on accessibility. Here I'll reproduce the 11 tips that are about instructional methods. These can help you implement UDL in any class, including online and hybrid classes:

  1. Assume students have a wide range of technology skills and provide options for gaining the technology skills needed for course participation.
  2. Present content in multiple ways (e.g., in a combination of text, video, audio, and/or image format).
  3. Address a wide range of language skills as you write content (e.g., spell out terms rather than relying on acronyms alone, define terms, avoid or define jargon).
  4. Provide simple, clear instructions and expectations for activities, projects, and assigned reading.
  5. Make examples and assignments relevant to learners with a wide variety of interests and backgrounds.
  6. Offer outlines and other scaffolding tools to help students learn.
  7. Provide adequate opportunities for practice.
  8. Allow adequate time for activities, projects, and tests (e.g., give details of project assignments in the syllabus so that students can start working on them early).
  9. Provide feedback on project parts and offer corrective opportunities.
  10. Provide options for communicating and collaborating that are accessible to individuals with a variety of disabilities.
  11. Provide options for demonstrating learning (e.g., different types of test items, portfolios, presentations, discussions).

Extending Your Professional Learning

Would you like to explore Universal Design for Learning further? Check out these three 1-page PDFs mentioned in the video above:

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