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Centre for Teaching and Learning (CTL)

Centre for Teaching and Learning (CTL)

Universal Design for Learning (UDL) information for instructors

Build your knowledge and understanding of UDL and learn how to implement its principles in your course design.

Overview Getting started Course outline statements UDL in assessments Resources

Overview

UDL is an inclusive educational framework that guides curriculum development for all learners by providing them with opportunities for equal education. Through flexible approaches, UDL provides a blueprint for instructional goals, methods, materials, and assessments.

This video explores the principles of UDL and the importance of applying them in online and in-person classes

The three principles of UDL

The UDL principles are based on the three-network model of learning that considers the variability of all learners—including learners who were formerly relegated to “the margins” of our educational systems but now are recognized as part of the predictable spectrum of variation. 

  1. Engagement
  2. Representation
  3. Action and expression

These principles guide the design of learning environments with a deep understanding and appreciation for individual variability.

UDL guidelines

The UDL guidelines are a tool used in the implementation of UDL. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Benefits of applying UDL in higher education

UDL promotes student health & wellbeing, supports teaching excellence, ensures access, supports diverse student populations, reduces the need for some individualized accommodations and supports all students, not just those with disabilities.

Getting started

UDL Plus 1 approach

While applying all the UDL guidelines to your course may seem daunting at first, it doesn't have to be. Start small by applying the UDL Plus 1 approach. In designing your curriculum and delivery models, simply consider adding one more path to success. For example, consider turning on captioning when showing videos, sharing your slide deck with students as they follow along a live lecture, or allow students to submit either written or audio recorded responses to assignments/activities. 

Quick wins

Examples of how to keep students engaged

  • Send students a welcome message at the beginning of the semester
  • Send regular encouraging messages to students (i.e., weekly, bi-monthly)
  • Offer no-consequence practice
  • Show content relevance to students
  • Tie course goals to student lives
  • Increase mastery-oriented feedback

Examples of how to represent content in more than one way

  • Create alt-text description for images
  • Turn on captioning for videos and lectures on Zoom
  • Clarify vocabulary and symbols
  • Provide transcript for video and audio
  • Provide slide decks to students to follow along during lectures

Examples of how students can demonstrate their skills in different ways

  • Provide options for submitting work both in written format and an audio recording
  • Give students the option to work alone or in a group
  • Allow students to choose between doing live or pre-recorded presentations
  • Help students plan work

Course outline statements

By including an accessibility and UDL statement in your course outline, students will be made aware of what UDL elements have been included in the course, as well as the options that exist for them if accommodations are required. If you need support customizing the accessibility and UDL statement for your course, please contact CTL.

Example 1

At Concordia, we value inclusion and accessibility. In my role as the instructor of this course, I strive to make the learning experience in my classroom as accessible as possible for all students. For this reason, I will be using principles of Universal Design for Learning (UDL) in my course. For instance, for the midterm exam all students will be getting 100% extra time on top of the expected completion time of the test. That is, the expected completion time of the midterm is 1 hour, but everyone will get 2 hours. This will reduce barriers related to test taking for all students. In some cases, students who use a computer or other types of adapted technology may need to write their exams with the Access Centre for Students with Disabilities (ACSD) even though I will be providing the extra time. If you require accommodations other than extra time for exams, or receive more than double time on exams, please feel free to reach out to me or your advisor at the ACSD. For registration with the ACSD, please check out the ACSD website.

Example 2

At Concordia, we value inclusion and accessibility. In my role as the instructor of this course, I strive to make the learning experience in my classroom as accessible as possible for all students. For this reason, I will be using principles of Universal Design for Learning (UDL) in my course. For instance, for the oral presentation, students can choose whether they want to present live in front of the class or present a video recording of their presentation to the class, or simply present it to me. This will reduce barriers related to presenting in front of groups, which may impact many students. If you require accommodations not addressed in this course, please feel free to reach out to me or your advisor at the Access Centre for Students with Disabilities (ACSD). For registration with the ACSD, please check out the ACSD website.

Applying UDL in assessments

When applying the UDL principles in assessments, consider the barriers that may impact the performance of some learners. 

Engagement

Barriers that impact engagement can be related to exam/performance anxiety, lacking clarity on expectations of the assignment, misunderstanding instructions, or lacking parameters of topics covered on a test. Offering choice and variety in assessment conditions can reduce these barriers, as well as clearly articulating expectations and assignments parameters on a course outline. Clear expectations can reduce anxiety and increase engagement. Offer students study questions or rubrics, as well opportunities to ask questions.

Action & Expression

Barriers related to action and expression, such as assessments having a single response mode (i.e., only multiple-choice responses), having the same format for all assessments (i.e., only papers or only exams), or sequential exams. Consider varying the response mode and offering options or take-home exams.

Representation

When planning assessments, consider the ways in which the items are presented—text, graphs, charts, images, videos, demonstrations, objects to manipulate. Consider highlighting critical features in a text or graphic or providing definitions for vocabulary.

Refer to these tips for assessment.

Resources

Infographic

CAST (formerly known as the Centre for Applied Special Technology) resources

Podcasts

UDL training

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