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The Universal Design for Learning (UDL) framework offers a comprehensive approach to designing and facilitating learning in an accessible and inclusive way. At first glance, implementing UDL may seem like a large undertaking, but it can be introduced gradually and effectively in any learning environment. This Hub post explores simple, manageable strategies to help you start small and build upon the framework over time.

Tip! Each suggested strategy below includes a link to the UDL guidelines, allowing you to explore the framework in more depth as you implement these approaches.

Simple Strategies to Implement UDL in Post-Secondary Teaching

Course Navigation

Providing students with a clear and well-structured course layout aligns closely with the Universal Design for Learning (UDL) framework, ensuring accessibility and ease of navigation. While this is already integrated into our Essential Elements Scanner within eConestoga, you are encouraged to explore additional strategies that further support student success in navigating your course effectively.

In-Practice

• Course Navigation Video: Create a short, guided video that walks students through the structure of your course. Highlight where they can find key learning materials, assessments, and tools within eConestoga. Be sure to include information on where to go for additional support if students have questions about navigating the course.
• Weekly Module Layout: Reflect on the current structure of your weekly modules in your course shell. Consider how you can chunk content into smaller, digestible sections using clear subheadings. For example, if you’re teaching a hybrid course, use distinct headings like “Asynchronous Learning” and “Synchronous Learning” to help students easily locate and engage with relevant materials.

Explore further – Consideration 3.2 Highlight and explore patterns, critical features, big ideas, and relationships

Student Choice and Interests

Providing students with opportunities to make choices and explore their interests within course content can enhance engagement and deepen learning. Allowing students to contribute ideas—whether in assessments, discussions, or examples—fosters a sense of belonging and active participation in the classroom.

In-Practice

• Personalized Research Projects: Instead of assigning predefined topics, allow students to propose research topics related to course content. This gives them a sense of autonomy in relation to their graded assessments. Be sure to provide clear guidance and support throughout the process to help students avoid becoming overwhelmed.
• In-class Discussions: Encourage students to share their ideas about current events or lived experiences by posting them on a Padlet board. Use these contributions to guide in-class discussions, making the lesson material more relevant and personally meaningful.

Explore further – Consideration 7.2 Optimize relevance, value, and authenticity

Guided Goal Setting

Creating opportunities for guided goal setting in your course can enhance self-regulation, motivation, and focus. By helping students set and track their academic and personal goals, you empower them to take ownership of their learning, build confidence, and stay engaged.

In-Practice

• Individual Goal Setting: At the start of the semester, use a Mentimeter survey to prompt students to set academic and personal goals. Revisit the survey midway through the course, encouraging students to reflect on their progress and discuss strategies for achieving their goals in the second half of the term.
• Goal Setting in Group Projects: In the early stages of group work, guide students in setting collective goals. Have teams outline these goals in a group contract and submit them for feedback. Revisit these goals during mid-project check-ins to support progress and reflective practice.

Explore further – Consideration 6.1 Set meaningful goals

Language and Symbol Options

For many learners—especially those for whom English is not their first language or those new to a subject—technical terms and subject matter jargon can be challenging. As part of the Universal Design for Learning (UDL) framework, creating an inclusive learning environment means ensuring that all students have access to clear and understandable course materials. One effective strategy is to provide a glossary of key terms, symbols, or subject-specific vocabulary to support comprehension.

In-Practice

• Create a Course Glossary: Add a dedicated glossary page in your course shell where you define key terms or subject-specific words. Update it regularly based on student feedback and questions.
• Encourage Personal Glossaries: Encourage students to create their own personal glossary for reference throughout the semester. Be sure to encourage them to seek clarification and add new words as they progress.
• Collaborative Shared Glossary: Share a collaborative document with the class and encourage them to add to it throughout the semester. You could start this off as an icebreaker activity early in the semester.

Explore further – Consideration 2.1 Clarify vocabulary, symbols, and language structures

UDL Course Statement

If you have implemented the UDL framework into the design of your course, learning elements or the facilitation of learning, consider including a statement to highlight this commitment. Sharing with your students that you have considered approaches that allow their learning to be accessible, flexible and inclusive reinforces a supportive learning environment. By sharing this information, you not only promote transparency but also encourage students to communicate their individual learning needs and preferences. This fosters a culture of collaboration, ensuring that all learners feel empowered to engage with course materials in ways that work best for them.

Explore further – Consideration 8.1 Clarify the meaning and purpose of goals and 7.1 Optimize choice and autonomy

Using Microsoft Copilot to Support UDL Implementation

As you explore the UDL framework and guidebook, consider using Microsoft Copilot to aid in brainstorming an approach to try. Start by following the given instructions:

• Prompt 1: Are you familiar with UDL?
• Prompt 2: What are the checkpoints for each principle?
• Prompt 3: For the principle {insert principle} and checkpoint {insert checkpoint number), please provide three examples of what this looks like in a college classroom for {indicate delivery mode} delivery.

Continue to modify and add new prompts to fit your needs. Learn more with Accessible Teaching with Copilot .

Start Small, Use Existing Tools and Adapt

As you explore implementing Universal Design for Learning (UDL) or expand on existing strategies, approach it in a manageable and practical way. Start with small, achievable steps that align with the UDL framework. Leverage existing tools and resources already available to you. Reflect on your strategies, assess their impact on student learning, and gradually build upon them. Foster an inclusive environment by encouraging students to share their needs and make small, responsive adjustments based on their feedback.