Introduction to Universal Design for Learning (UDL) 3.0 in Higher Education
Context and purpose: UDL principles
The Universal Design for Learning (UDL) framework is a pedagogical approach centered on learner variability. Individual student needs are thereby proactively accommodated by integrating multiple learning pathways in course design and instructional practice. UDL is informed by emerging research in neuroscience, the learning sciences, and cognitive psychology (). The framework introduces the following three dimensions of learning, along with their corresponding neural networks (), to serve as a roadmap for instructors on how to construct and deliver effective instruction.
For example, some students prefer to participate in large class discussions, while others opt for small group discussions, and still others prefer to write their contributions. Each student is demonstrating their comprehension of content within the collective, but in a mode conducive to their learning needs.
For example, some students rely on the audio component of the lecture, while others rely on the visual component (i.e., slides, images, videos), and some on the textual component (i.e., slides, captions, transcripts). Here, the content remains the same, but the mode varies depending on the student's learning needs.
For example, some students can more adequately demonstrate their knowledge, skills, and understanding through oral presentations, some through written text, and others through media design. Multimodal assessments provide students with opportunities to fulfill the course requirements in a way that is conducive to their learning needs.
A central feature of Universal Design for Learning (UDL) is multimodality—the use of multiple pathways or modes to support access to learning. Multimodality means adapting how content is delivered, not what is being taught. By offering the same content in different formats (e.g., text, audio, video, visuals), instructors enable students to engage with material in ways that align with their individual needs and preferences. This structured flexibility helps remove barriers and supports robust and responsive pedagogy that accounts for the needs of all learners.
Why UDL matters in higher education
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Promotes learner agency: UDL recognizes the potential of each learner within their particular context, establishing a learner-centered teaching model that yields productive and inclusive outcomes.
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Supports robust pedagogy: UDL responds proactively to increasing formal student accommodations and streamlines administrative and pedagogical efficiencies.
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Fosters inclusion: UDL promotes the intentional inclusion of students with disabilities during the course design stage.
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Shifts perspective: UDL is grounded in the , which shifts the focus away from perceived deficits in the learner and toward the design of the learning environment. Rather than expecting students to adapt, UDL encourages us to reduce barriers through intentional design. “When environments are intentionally designed to reduce barriers, every learner can engage in rigorous, meaningful learning ()”.
Integrating UDL principles in teaching and learning
This section utilizes the Framework for Effective Teaching to illustrate how the three principles of UDL can be applied in practice. Each of the framework’s five domains highlights a key area of teaching, offering concrete ways to reflect on, evaluate, and enhance instructional approaches. Together, they support more innovative and engaging learning environments, helping to improve student outcomes.
Strategies
Expertise, Content and Outcomes
Provide opportunities for students to pursue their interests.
(UDL dimension I: Engagement)
Example: To ensure that the scope and depth of your course adequately equip your students with the necessary skills, knowledge, and attitudes for the discipline under study, incorporate opportunities for learner inquiry.
+ Course-Specific Examples
In a third-year Mechanical Engineering course on “Thermodynamics”, you could incorporate opportunities for learner inquiry by allowing students to design their final project based on a topic of personal interest within the broad scope of thermodynamics.
Instead of assigning a fixed project like analyzing a specific heat engine, you could provide a list of thematic areas or real-world applications where thermodynamics plays a crucial role (e.g., renewable energy systems, biomedical applications, environmental engineering, advanced materials).
By allowing students to choose from these diverse areas, they can connect the core principles of thermodynamics to fields that genuinely pique their curiosity, expanding their understanding of the subject's relevance and application beyond the typical textbook examples. This also encourages deeper research and engagement, as they're invested in the success of a project they've personally chosen.
Course Design
Offer multiple pathways to learning outcomes.
(UDL dimension III: Action and expression)
Example: Start with your course learning outcomes, and design different assessment methods for students to demonstrate their comprehension of course material.
+Course-Specific Examples
In a first-year Computer Science course on "Introduction to Programming," to assess a learning outcome like "Students will be able to implement basic control flow structures (e.g., loops, conditionals)," the instructor could offer several assessment options:
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Coding Challenge: Students write and submit a working Python program that solves a given problem requiring loops and conditionals.
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Pseudocode Design & Explanation: Students provide detailed pseudocode for a problem, accompanied by a written or audio explanation of their logical flow and how control structures are used.
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Debugging Task & Correction:Students are given a buggy program and must identify and fix the errors related to control flow, explaining their reasoning for each correction.
Integrate time extensions with Universal Time Multipliers
(UDL dimension III: Action and expression)
Example: Apply a 1.5-time multiplier to your assessments to account for the increasing prevalence of 1.5-time multiplier accommodations for individual students. In this case, the instructor would give students 15 minutes for a 10-minute quiz so that students with individual time extension accommodations do not need to seek alternative proctoring.
Learn more about integrating a Universal Time Multiplier into your assessment practices.
Instructional Practice
Provide flexible options for class participation.
(UDL dimension I: Engagement)
Example: Incorporate at least two forms of participation. If there are in-class synchronous discussions, consider adding an option for an asynchronous online discussion forum. Alternatively, if all discussions are in-class, offer the option for collective, small-group, or partnered discussions. Flexibility in participation reduces anxiety and supports students with different processing needs.
Learn more about integrating flexible participation options into your class.
Learning Environments
Post your lecture materials on your LMS platform.
(UDL dimension II: Representation)
Example: Use to record and upload your lectures, enabling captioning and transcription for alternative access. It automatically generates captions and transcripts, making your content more accessible. This approach delivers the same material in three modes—live lecture, recorded video, and text—supporting learner variability efficiently.
Reflection, Growth and Leadership
Facilitate an Access Check in your course.
(UDL dimension I: Engagement)
Example: An Access Check invites students to communicate any barriers to their learning. These formative teaching assessments throughout the course enable instructors to reflect, adapt, and refine their pedagogical approach responsively.
Learn more about how to integrate an Access Check into your class.
Accessibility is not a one-time status in teaching and learning, but an ongoing process of evaluation and adaptation for better learning suitability.
Reflective prompts to deepen your UDL practice
Use these questions to critically examine your teaching through the lens of Universal Design for Learning (UDL). Reflecting on your approach can help you identify opportunities for growth, enhance learner inclusion, and strengthen your leadership in teaching and learning.
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Which dimension of UDL do you find most challenging?
Thinking about the three UDL principles—engagement, representation, and action and expression—reflect on a recent teaching experience. Which area was hardest to implement, and what might you try differently next time?
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How can student feedback shape your inclusive teaching practices?
How might proactively seeking and acting on student feedback related to accessibility and learning needs support your development as an educator and promote inclusive pedagogy in your department or institution?
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What change will you make after learning about UDL 3.0?
After exploring this introduction to UDL 3.0, what is one specific change you’re inspired to make to increase learner agency and foster a more inclusive environment?
Learn more: Additional resources
U of A resources
If you have questions or concerns about supporting deaf learners, you can reach out to the following units for consultation and support, depending on your specific needs:
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Centre for Teaching and Learning: Incorporate multimodality into your classroom and learning materials; considering strategies for relationship and community building in the classroom
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: Identify and incorporate accessibility features into Canvas (e.g., Immersive Reader, alternative text)
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Accessibility & Accommodations Services: Understanding the duty to accommodate at the 黑料不打烊; identifying how different adaptive technologies function
External resources
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CAST. .
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Centre for Excellence in Learning and Teaching. . Toronto Metropolitan University.
- Centre for Teaching Support and Innovation. . University of Toronto.