Quick Start to Universal Design for Learning

Originally published January 16, 2026

Getting Started with Universal Design for Learning

Universal Design for Learning (UDL) empowers instructors to anticipate and minimize learning barriers in order to enhance accessibility and open wider doors to academic success for all students in their courses (CAST UDLonCampus; UDL modules from eCampus Ontario). UDL is an inclusive pedagogical approach informed by a social model of disability, which critically evaluates how the design of the learning environment itself can be disabling (Rose, Harbour, Johnston, Daley, & Abarbanell 2006; Hills, Overend, Hildebrant 2022).

The starting point for UDL is to proactively design your course with learner variability in mind, providing flexibility, agency, and options, and to re-evaluate where you may have planned for ‘one size fits all’ learning experiences. Laurier instructors don’t need to adopt all of the following UDL strategies at once but rather can start where students ask the most questions or have the greatest challenges. This “Plus One” approach to implementing UDL invites instructors to provide just one more way for a learning interaction to happen and evolves in course iterations as you learn about the impact of UDL in your course (Tobin and Behling 2018; Tobin 2021).

UDL Guidelines

UDL offers a set of three guidelines that together maintain firm academic expectations (or goals) while increasing the number of pathways for students to engage with the learning process and achieve the intended course outcomes. The three guidelines are to:

1. Multiply the means of Representation, or the “what of learning,” which focuses on adding ways for the course materials to be interpreted. Strategies can include:

• Providing different formats to present the same information, such as text-based articles with access to audio readers, podcasts with transcripts, videos with captions, images with alt-text, and lectures with slides reviewed with PowerPoint’s Accessibility Checker. Learn more about Accessible Documents and Materials >> 

• Reviewing course materials to ensure representation of diverse experiences, perspectives, and scholars. 

• Providing all students with access to the same information and resources about assessment success criteria, purpose of office hours, and when and where to reach out for additional supports.

• Clarifying examples, symbols, idioms or expressions by sharing equivalent alternatives to support inclusive learning. Instructors can also invite students to share additional examples, applications, or explanations (“In other words...”) to co-create inclusion in the learning community.

2. Multiply the means of Engagement, or the “why of learning,” which focuses on welcoming and responding to diverse interests and identities in the course, and sparking and sustaining varied student motivations toward success. Instructional strategies could include:

• Getting to know the students in the class as a unique learning community and making learning experiences, materials, examples, and connections purposeful and relevant to their diverse backgrounds and future goals. 

• Teaching with varied active learning strategies to allow students to shape the learning experience, share perspectives and deepen their connection to the course. Explore ideas to design class learning with engaging techniques with engaging techniques like think-pair-share, what’s in a name, dotmocracy, things you know, pass the problem or pass the pointer, pro-con grids, opinion polling, or group jigsaw activities. 

• Providing choice in learning activities or assessments, for example with solo, paired, or group work configurations.

• Creating opportunities to collect formative feedback to allow for instructors to assess, respond, and adapt to and support student progress and class needs throughout the term. Classroom Assessment Techniques such as the one-minute paper or muddiest point can support these goals.

• Increase student agency over time management by providing some flexibility with deadlines and due dates. For example, allowing students to choose 3 of 5 weeks for reflection submissions, tutorials, or quizzes; providing 48hr class-wide grace periods, or use of a 3-day late bank across the term. 

3. Multiply the means of Action and Expression, or the “how of learning,” which focuses on adding ways that students can develop their ability to manage complex tasks, engage in the learning community, reflect on their progress, and demonstrate what they’ve learned in your course. Approaches could include:

• Allowing for variety in the submission format or genre for expressing learning in a single assessment or across the term. For example, oral assessments, written research essays, visual infographics, lab reports, creative writing, critical reflection, or interview podcasts.

• Providing multiple tools or forms of communication for engagement in the learning community, such as oral or written participation, polling tools, collaborative documents, Zoom chats, discussion boards or surveys.

• Offering developmental and goal-oriented approaches to assessment for self-evaluation and mastery, with opportunities for practice, multiple attempts or drafts, or peer review. Providing clear aligned rubrics can also support this student learning processes toward goal achievement.

UDL complements the accommodations process at Laurier, reinforcing our commitment to accessible learning and creating an inclusive campus for all students. Find Accessible Learning contacts and more information on Student Accommodation >> 

Did you receive an Accommodation Letter involving Notetaking?

Written in collaboration with Dr. Jeanette Parsons, Accessible Learning

Notetaking is one of the most common accommodations for students registered with Accessible Learning. The accommodation letter for most students with this accommodation will include “Permission to Audio Record Lectures”.

Even when students require notetaking accommodations, instructors may explore universal design approaches. This may be helpful for instructors teaching courses involving sensitive topics or frequent group discussions and are concerned about safeguarding discussions and learning. Notetaking access for most students can be achieved through Universal Design approaches that provide class-wide opportunities to represent and demonstrate learning.

Other approaches to notetaking include:

• Using Genio to record and share transcription or summary notes with all students (get to know Genio notetaking software).
• Providing accommodated students with detailed slides or lecture notes, or recruiting volunteer notetakers by offering participation or bonus grades to elicit support.
• Permitting audio recording notetaking accommodations for lecture portions but arranging alternative supports for discussion activities.

Anticipating or responding to notetaking needs in your course enhances accessible, inclusive learning environments and supports academic achievement for every student. Be sure to contact the Accessible Learning consultant listed on one of the accommodation letters to discuss these and other approaches to notetaking. Learn more about notetaking accommodations.

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