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Higher education institutions have a diverse student body with varying learning needs and preferences. UDL can help faculty address this diversity by providing flexibility in teaching methods and materials, ultimately minimizing the faculty’s reactive practices to accommodations throughout the term. UDL guidelines offer valuable suggestions for designing curricula, choosing materials, and shaping learning environments that consider the diverse range of students in higher education settings.Ìý

The UDL Guidelines graphic organizer provides an accessible explanation of practices and considerations that can be implemented in the classroom experience. Additionally, the CAST UDL web resources have even more examples of application of UDL.ÌýÌý

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Download any of the on the UDL Guidelines site.Ìý

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"Consider UDL as a way to shift your understanding of how all people learn, then UDL becomes a systematic means by which to move to the practical. UDL is not a prescriptive checklist or formula with set methods and tools to be applied in every situation (CAST, 2018)."

• Multiple Means of Engagement

  Affect represents a crucial element of learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while others are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.Ìý

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• Multiple Means of Representation

  Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.Ìý

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• Multiple Means of Action & Expression

  Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.Ìý

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Frequently Asked Questions

• What is the difference between accommodations and universal design for learning?

  Accommodations and Universal Design for Learning (UDL) are both approaches used in education to support students with diverse needs, but they differ in their scope and implementation.Ìý

  Accommodations:Ìý

  • Definition: Accommodations are specific adjustments or changes made to help a student with a disability access the same content or complete the same tasks as their peers.
  • Individualized: Accommodations are often tailored to the needs of an individual student. They are provided on a case-by-case basis and may vary from one student to another.
  • Reactive: Access is provided in response to a request by someone with a disability, typically through a service office on campus.Ìý

  Universal Design for Learning (UDL):Ìý

  • Definition: UDL is an educational framework that aims to design learning environments, materials, and methods that are accessible and effective for all students, including those with diverse learning needs.
  • Inclusive: UDL is proactive and focuses on creating an inclusive learning experience for all students from the start. The goal is to minimize the need for individual accommodations by designing for diversity from the beginning.
  • Flexible: UDL emphasizes providing multiple means of representation, engagement, and expression to address the variability in learners’ needs and preferences. This flexibility is built into the curriculum and instructional methods.Ìý

  In summary, accommodations are specific adjustments made for individual students with identified needs, while Universal Design for Learning is a broader approach that seeks to create inclusive and flexible learning environments that benefit all students, reducing the need for individual accommodations.Ìý

• How does digital accessibility relate to universal design for learning?

  Digital accessibility and Universal Design for Learning (UDL) are intertwined concepts in education. According to the principles of UDL, educators should design learning environments and materials that are inherently inclusive, considering diverse needs from the beginning. This involves providing multiple means of representation, engagement, and expression. Digital accessibility aligns with these principles, particularly in the context of online and technology-enhanced learning.Ìý

  The World Wide Web Consortium (W3C) Web Content Accessibility Guidelines (WCAG) is a widely recognized set of standards for digital accessibility. These guidelines include principles for making web content more accessible to people with disabilities. Adhering to WCAG principles not only ensures compliance with accessibility standards but also supports the principles of UDL. For instance, providing alternative text for images, captions for videos, and ensuring compatibility with assistive technologies contributes to a more universally designed and accessible learning environment.Ìý

  Visit the Instructional Accessibility Course Planning page to learn more about digital accessibility.ÌýÌý

• What departments on campus can support faculty and staff in learning more about UDL?

  For faculty and academic programs, the Office of Teaching and Learning provides ongoing support to learn more about Universal Design for Learning and Accessibility. Please schedule a meeting today with to discuss ways in which you can enhance your knowledge around UDL.ÌýÌý

  For staff, the promotes Universal Design for Learning and has opportunities to partner to talk more about how UDL supports neurodiverse students.ÌýÌý