Module 3: Promoting Access for All Learners: Introduction to Universal Design for Learning (UDL)

On this page:

What is UDL?
UDL and Academic Accommodations
Implementing UDL: The Plus-one Approach

What is UDL?

"UDL isn't about erasing differences to make 'one-size-fits-all' lessons and assessments. It's about recognizing barriers, naming them, highlighting them, celebrating them, and designing for them." Katie Novak

Universal Design for Learning (UDL) is a framework for welcoming learner variability in our classrooms. The philosophy of UDL is that rather than adapting a course for individual student needs—a reactive approach—educators can design a curriculum that is accessible to a wide range of learners—a proactive approach. The UDL approach reduces learning barriers by enhancing access to learning and constructing a flexible learning environment that promotes learner agency (or autonomy) through three UDL principles—designing multiple means of engagement, representation, and action & expression.

Engagement

The "why" of learning
Students ask: "Why should I care?"
Big takeaway: Designing flexible options for generating and sustaining motivation

Representation

The "what" of learning
Students ask: "What are you teaching?"
Big takeaway: Designing flexible ways to present what we teach and learn

Action & Expression

The "how" of learning
Students ask: "How do I do this?"
Big takeaway: Designing flexible options for how we interact and express what we know

Watch Katie Billard and Biana Sorbera's "Universal Design for Learning in Higher Education" video (04:42) for some examples of designing multiple means of engagement, representation, and action & expression. Select "CC" for closed captions.

UDL Guidelines

On the following pages, we will examine each of the UDL principles and consider UDL-informed practices outlined in the UDL Guidelines. The 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" (CAST).

CAST, a nonprofit education research and development organization, created the UDL framework and guidelines. UDL Guidelines 1.0 was issued in 2008, and UDL Guidelines 3.0 was launched in July 2024.

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UDL and Academic Accommodations

Designing your course using UDL principles enhances access and builds student agency in their learning. UDL proactively designs for learner variability and reduces learning barriers. Nevertheless, UDL does not eliminate the need for specific academic accommodations for students with disabilities.

UDL closes the gap between student needs and instructional design and offers a ramp to better facilitate academic accommodations for students with disabilities.

UDL vs. Academic Accommodations
UDL	Academic Accommodations
Proactive design approach	Reactive remedial approach
Designed for many learners	Individualized and determined on a case-by-case basis
Implemented during the design phase	Implemented after the course has been designed

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Implementing UDL: The Plus-one Approach

"In our book, we advocate for the idea that UDL is really just 'plus-one' thinking. For every interaction that learners have now—with the materials, yes, but also with each other, with instructors and with the wider world—provide one more way for that interaction to happen. The plus-one approach helps to take what otherwise might look like an insurmountable amount of effort and break it down into manageable, approachable chunks. It also helps people to determine where to start applying the UDL framework so they can address current challenges and pain points in their interactions." Thomas J. Tobin

Watch Thomas Tobin's summary of "UDL plus-one" video (02:19). Select "CC" for closed captions. Tobin acknowledges that UDL can entail a lot of work and recommends the plus-one approach to keep your efforts manageable.

The plus-one approach, developed by Thomas J. Tobin and Kirsten T. Behling, invites instructors to identify one more way students can interact with your course—plus-one thinking. For example, share an outline alongside a live lecture so that students have more than one way to interact with your lecture.

To get started, identify moments in the course that aren't going the way you anticipated—the "pinch points" of your course. For example, what questions do you receive repeatedly in class, via emails, and during office hours? What is another way you can present the information to enhance clarity and support student learning?

By applying the plus-one approach to the "pinch points" in your course, your course design will prioritize reducing the most significant barriers and welcoming learner variability.

In each of the following pages examining the UDL principles, you will be invited to identify a "pinch point" in your course and consider how you can add one more way (the plus-one approach) for students to access and engage with your course.

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University of Toronto, Centre for Teaching Support & Innovation