Instructional Technology: Universal Design for Learning (UDL) and Accessibility

Universal Design for Learning (UDL), sometimes known as Universal Instructional Design, is a teaching approach and a framework for designing courses that remove barriers to learning wherever possible, and that moves beyond physical concerns to consider all aspects of the learning environment as usable as possible to the widest variety of people as possible, regardless of their age, ability or status. This means developing a flexible learning environment in which information is presented in multiple ways, students engage in learning in a variety of ways, and students are provided options when demonstrating their learning. 

UDL Principles

According to Sheryl Burgstahler and Rebecca Cory (2009), principles of Universal Design for Learning include:

• Equitable use: Design is appealing and usable for all.
• Flexibility in use: Choice in methods of use and consideration of preferences is part of the design.
• Simple and intuitive use: Consistency and ease of use are considered in design.
• Perceptible information: Information is presented in several ways to accommodate various learner needs. Information is clear and well organized.
• Tolerance for error: Guidelines and instructions help to steer the learner away from errors or hazards.
• Low physical effort: Navigation is clear and requires no unnecessary redundancies.
• Size and space approach and use: Appropriate space to accommodate various learner needs is made available.

UDL Implementation

Implementing UDL is an ongoing process that is ultimately about identifying and removing potential barriers to learning for all students in both the physical and virtual learning environment.

One of the most effective ways to implement UDL is, whenever possible, to offer options for taking in information (e.g., text books, audio books, supplemental videos), expressing what has been learned (e.g., writing papers, giving presentations, recording video), and engaging in learning (e.g., showing videos, creating experiential learning opportunities). Another is to build common disability accommodations into the class. For example, providing class notes to all students, choosing books available in a digital format, showing videos with closed captioning, and designing take home exams. Although most people tend to focus on UDL’s benefits for people with disabilities, reducing barriers by offering options creates better learning environments and opportunities for all.

How are UDL and Accessibility Related?

Both accessibility and Universal Design for Learning (UDL) focus on inclusive educational practices. Ensuring all students (including those with disabilities) have access to the same information and services without having to wait, rely on others, or settle for a substandard facsimile.  Adopting guidelines of Universal Design for Learning allows instructors to teach in ways that are more accessible, often reducing the need for individual accommodations (for example, students who get the flu, sustain an injury, report terrible test anxiety, speak English as a second language, or have a weaker academic background).

Since accessibility refers to the ability of a device, product, service, or environment to be usable by as many people as possible. This is an important aspect of Universal Design for Learning and they often go hand in hand. UDL, in the context we use, refers to the process of making learning effective and usable for all and can extend beyond accessibility to addressing learner preferences, styles, and methods of instruction that meet students’ needs. Often accessibility is considered when integrating technology into the learning environment. Universal Design involves the usability of that technology and extends to how the technology is integrated into the learning plan, along with the other elements of the course.