Universal Design & Inclusive Pedagogy

Creating accessible and inclusive learning environments benefits all students and can reduce unnecessary barriers before they occur. Faculty are encouraged to incorporate principles of Universal Design for Learning (UDL) and inclusive pedagogy when designing courses, instructional materials, assessments, and learning experiences.

What is Universal Design for Learning?

Universal Design for Learning (UDL) is a framework for teaching and learning that recognizes learner variability and encourages educators to provide flexible ways for students to engage with course content, access information, and demonstrate what they know.

UDL does not eliminate the need for individual accommodations. Instead, it complements the accommodation process by proactively considering access and flexibility when designing the learning environment.

Inclusive Teaching in Practice

Faculty can incorporate UDL and inclusive practices in many aspects of a course. Examples include:

Course Design & Expectations

• Clearly communicate course expectations, learning objectives, deadlines, and assessment criteria.
• Organize course materials and online content using clear, consistent structures.
• Include an accessibility statement in the syllabus that welcomes students to communicate about access and approved accommodations.
• Provide course materials, readings, and assignments as early as possible.

Presenting Information

• Use multiple methods to present important concepts, such as lecture, discussion, demonstrations, visuals, hands-on activities, and digital resources.
• Provide written information to supplement important content communicated verbally.
• Use accessible electronic documents, presentations, and webpages.
• Caption videos and provide accessible alternatives for audio-based content.
• Describe relevant visual information presented during instruction.
• Use readable fonts, sufficient color contrast, descriptive links, headings, and other accessible formatting practices.

Student Engagement

• Provide different opportunities for students to participate and engage with course content when appropriate.
• Create a learning environment that respects different experiences, perspectives, abilities, and approaches to learning.
• Provide clear instructions and examples for assignments and activities.
• Offer timely and constructive feedback.
• Provide opportunities for students to ask questions and clarify expectations.

Assessing Learning

• Align assessments with the essential learning objectives of the course.
• When appropriate, provide multiple ways for students to demonstrate their knowledge and skills.
• Clearly communicate grading criteria and use rubrics when appropriate.
• Consider whether the format, timing, or structure of an assessment introduces barriers unrelated to the skill or knowledge being measured.

Physical & Experiential Learning

• Consider accessibility when planning classrooms, laboratories, field experiences, internships, presentations, and other course activities.
• Select locations and activities that allow students with a range of physical and sensory abilities to participate.
• Consider accessibility when selecting equipment, technology, instructional materials, and required activities.
• Identify potential access barriers early, particularly for activities occurring outside the traditional classroom.

Universal Design and Accommodations Work Together

Universal design supports broad access, while reasonable accommodations address the individualized disability-related needs of a particular student. A course designed using UDL principles may reduce some barriers, but it does not replace a student's right to use approved accommodations.

Faculty should implement approved accommodations as outlined in the student's Accommodation Letter. If there are questions about how an accommodation applies within a particular course or whether it may affect an essential course or program requirement, faculty should contact the Office of Access & Accommodations (OAA) before modifying or denying the accommodation.

OAA as a Faculty Resource

Faculty do not have to navigate accessibility questions alone. OAA is available to consult with faculty on:

• Implementing approved accommodations
• Identifying and reducing disability-related barriers
• Applying UDL and inclusive teaching practices
• Accessible course activities and assessments
• Testing accommodations
• Assistive technology and access needs
• Accessibility considerations for laboratories, clinical experiences, internships, fieldwork, and other experiential learning
• Questions involving essential requirements or potential fundamental alterations

Accessibility is both an individual and shared responsibility. By combining proactive course design, inclusive teaching practices, and individualized accommodations when needed, we can create learning environments that provide students meaningful opportunities to access, participate, and demonstrate their learning.

Additional Faculty Resources

Faculty have access to additional University resources to support accessible, inclusive, and effective teaching. Instructional Design & Delivery (ID&D) provides consultation, tools, and support for course design, instructional technology, accessible digital content, and effective use of the University’s learning technologies.

The Center for the Advancement of Faculty Excellence (CAFE) provides professional development, resources, programming, and opportunities for faculty to strengthen teaching practices, explore innovative and inclusive pedagogies, and engage with colleagues around teaching and learning.

Together, OAA, ID&D, and CAFE provide complementary resources to help faculty create accessible and inclusive learning experiences for all students.