Principle 4. Universal Design for Learning

Design and deliver all course elements for maximum accessibility to give every student equitable opportunities for success.

Universal Design for Learning (UDL) recognizes that students have a diverse range of abilities and experiences, and provides multiple means of learning and expression for these students. By prioritizing accessibility in a course, instructors design their course from the vantage point of multiple perspectives, creating learning experiences that can engage a diverse group of students.

Practicing UDL in courses means making no assumptions about the learner’s abilities or experiences and avoiding biases in methods of expression. Research on student learning demonstrates that providing several pathways to access course material helps to improve learning outcomes for all students. UDL carries benefits for all students, including many who are not registered to receive formal accommodations through the Disability Resource Center (DRC). 

A group of college students sit around an outdoor table under an umbrella with laptops and books out

Teaching Resources for the UDL

Strategies Shortlist

  • Work with the OFE, DRC, and other campus partners to stay current on “assistive technology” and accessible formats. UDL strategies and technologies are constantly evolving.
  • Select accessible materials from the start, including software, apps and tools that supplement the delivery of course content.
  • Engage responsively and respectfully with official accommodations by working with students to support their needs for student success. Most accommodations provided (i.e. 2x time on tests) set a minimum standard for instructors, and should prompt instructors to engage directly with learners about their needs.
  • Make course materials accessible. For text-based documents, such as PDFs, assure they are accessible to screenreaders. Use captions for all instructional video and audio content. Provide alternative information for any visual content (for example, audio or text-based descriptions of visual elements).
  • Consider utilizing a range of options for students to demonstrate course mastery. Avoid bias towards only one mode of expression (i.e. only accepting written work). Consider oral submissions, video submissions, class presentations, and other modes of demonstrating learning mastery.
  • Promote the use of American Sign Language (ASL), Communication Access Realtime Translation (CART), and Audio Description (AD) in all MSU sponsored presentations, events, activities.