Skip to main content

Universal Design

Universal Design for learning (CAST)

Universal Design for Learning (UDL) is an educational framework for creating learning environments that address the diverse needs of learners. At its core, UDL provides students' flexibility in the ways they access and engage with course materials and demonstrate mastery of learning objectives.

Why is UDL important?

  • Principle I. Provide Multiple Means of Representation. Present information and content in different ways.
  • Principle II. Provide Multiple Means of Action and Expression. Differentiate the ways that students can express what they know.
  • Principle III. Provide Multiple Means of Engagement.

A starting point for ensuring that a university course is inclusive may include practices such as:

  • Self-evaluation and reflection on teaching practices and assignments. This may involve examining whether course materials and instructional practices are culturally relevant, up to date, and reflective of current research and pedagogy.
  • Building meaningful connections with students. Reflect on the extent to which you take time to get to know your students and allow them to know you to foster a collaborative classroom community. Faculty who prioritizes inclusivity recognize that a proactive approach is more effective than a reactive one. This means thinking ahead about the overall trajectory of the course and anticipating the diverse needs of students so that support and flexible practices can be intentionally built into the course design.

Peterson-Ahmad, M.B. & Luther, V.L.  (2022, July 18). Fostering Inclusivity in the College Classroom: Looking Through a Universal Design for Learning Lens. Faculty Focus. https://www.facultyfocus.com/articles/equality-inclusion-and-diversity/fostering-inclusivity-in-the-college-classroom-looking-through-a-universal-design-for-learning-lens/ 

When Establishing Course Policies

  • Determine what is essential. Be intentional when creating learning objectives and course standards. Identifying the core learning outcomes will help clarify where flexibility may be appropriate. Ensure that these objectives are clearly communicated to students.
  • Make expectations clear. Provide detailed instructions and clear expectations for all aspects of the course, including assignments, participation, and grading criteria. Transparency helps students understand better how to succeed in the course.

University of Rochester. (n.d.). Universal Design for Learning. https://www.rochester.edu/college/disability/faculty/universal-design.html

When Designing Assessments

  • Provide frequent, personalized feedback. Regular feedback helps students gauge their understanding of course content and adjust their learning strategies as needed.
  • Consider alternatives to strictly timed assessments. Time limits can create barriers for many students, including those with disabilities and students for whom English is not their first language. When possible, consider flexible timing or alternative assessment formats that allow students to demonstrate their knowledge more effectively.
  • Provide choices for assessments. Offering options—such as a paper or presentation, or an exam or project—allows students different ways to demonstrate their understanding and can help reduce barriers associated with a single assessment format.
  • Use a variety of question types on exams. If exams remain the most appropriate form of assessment, incorporating multiple question formats can be helpful. Students may encounter barriers with certain formats (such as multiple choice or true/false), so including a variety of question types can better reveal whether a student is struggling with the content itself or simply with the question format.

CAST. (2024). CAST Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org 

Additional examples of Universal Design

  • Accessible websites and webpages
  • Captioned videos for all students
  • Offer multiple ways to participate in class discussions
  • Multiple ways to give an oral class presentation
  • Use multiple teaching modalities
  • Class outlines/notes are available for all students on the accessible class platform
  • Record all class lectures for students to access for review
  • Statement of accommodation process on syllabus (OSAS contact information)

To learn more about UDL on campus please visit CAST (Formerly the Center for Applied Special Technology)