Universal Design for Learning (UDL) is a framework for welcoming learner variability in our classrooms. The philosophy of UDL is that rather than adapting a course for individual student needs—a reactive approach—educators can design a curriculum that is accessible to a wide range of learners—a proactive approach. The UDL approach reduces learning barriers by enhancing access to learning and constructing a flexible learning environment that promotes learner agency (or autonomy).
CTSI offers a number of resources and workshops supporting UDL implementation and adaptation.
- Course Design Foundations (CDF): a seven-module self-paced asynchronous program introducing components of integrated course design, the Inclusive Pedagogy Framework (IPF), and Universal Design for Learning (UDL)
- Course Design Institute (CDI): a two-day institute introducing frameworks and practical strategies to offer more inclusive, accessible, and flexible learning opportunities to your students using the principles of Universal Design for Learning (UDL)
If you would like to consult with a CTSI staff member about UDL, please submit a consultation request. Any questions can be directed to CTSI at ctsi.teaching@utoronto.ca.
If you have any questions about the Accessibility for Ontarians with Disabilities Act (AODA) and the University of Toronto, please contact U of T’s AODA office.
The UDL Guidelines
The UDL guidelines “offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities” (CAST).
CAST, a nonprofit education research and development organization, created the UDL framework and guidelines and launched UDL Guidelines 3.0 in July 2024.
UDL Guidelines 3.0 consists of 9 guidelines and 36 considerations with the goal of “learner agency that is purposeful & reflective, resourceful & authentic, strategic & action-oriented” (CAST). The guidelines and considerations are organized in two ways:
First, by the three UDL principles—designing multiple means of engagement, representation, and action & expression.
- The “why” of learning
- Students ask: “Why should I care?”
- Big takeaway: Designing options for welcoming interests and identities, sustaining effort and persistence, and developing emotional capacity
- The “what” of learning
- Students ask: “What are you teaching?”
- Big takeaway: Designing options for presenting what we teach and learn, clarifying language and symbols, and building knowledge
- The “how” of learning
- Students ask: “How do I do this?”
- Big takeaway: Designing options for how we interact, express, and communicate what we know and develop strategies for learning
Second, by scaffolding learner supports—designing options for access, support, and executive function.
- What: Increase access to the learning goal
- How: Designing options for welcoming interests and identities, perception, and interaction
- What: Support the learning process
- How: Designing options for effort and persistence, language and symbols, and expression and communication
- What: Support learners’ executive functioning
- How: Designing options for emotional capacity, building knowledge, and strategy development
Implementing UDL: The Plus-or-minus-one Approach
The plus-one approach, developed by Thomas J. Tobin and Kirsten T. Behling, invites instructors to identify one more way students can interact with your course—plus-one thinking. For example, share an outline alongside a live lecture so that students have more than one way to interact with your lecture.
Related to plus-one thinking is the minus-one approach that acknowledges removing a barrier to learning may be equally important and impactful as adding something new. For example, highlight three discussion prompts to guide conversations so that students can overcome an abundance of choices and focus on key ideas and concepts.
To get started, identify moments in the course that aren’t going the way you anticipated—the “pinch points” of your course. For example, what questions do you receive repeatedly in class, via emails, and during office hours? What is another way you can present the information to enhance clarity and support student learning?
By applying the plus-or-minus-one approach to the “pinch points” in your course, your course design will prioritize reducing the most significant barriers and welcoming learner variability.
UDL and Academic Accommodations
Designing your course using UDL principles enhances access and builds student agency in their learning. UDL proactively designs for learner variability and reduces learning barriers. Nevertheless, UDL does not eliminate the need for specific academic accommodations for students with disabilities.
UDL closes the gap between student needs and instructional design and offers a ramp to better facilitate academic accommodations for students with disabilities.
Accessibility Services at U of T
UDL References and Resources
Learn more about UDL in module 3 of the Course Design Foundations (CDF) self-paced asynchronous program (enrol in the CDF).
UTSC’s Universal Design for Learning: Accessibility by Design [Quercus site] is a compilation of UDL resources to help instructors get started with creating accessible and inclusive learning environments, particularly for students with disabilities.
Consult the following references and resources for more UDL-related research, training, and practices.
- Burgstahler, S. E. (2020). Creating inclusive learning opportunities in higher education: A universal design toolkit. Harvard Education Press.
- Fritzgerald, A. (2020). Antiracism and universal design for learning: Building expressways to success. CAST Professional Publishing.
- Merry, K. L. (2023). Delivering inclusive and impactful instruction: Universal design for learning in higher education. CAST Professional Publishing.
- Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.
- Novak, K. (2022). UDL now! A teacher’s guide to applying universal design for learning. CAST Professional Publishing.
- Rose, T. (2015). The end of average: How we succeed in a world that values sameness. HarperOne.
- Tobin, T. J., & Behling, K. T. (2018). Reach everyone, teach everyone: Universal design for learning in higher education. West Virginia University Press.
- Universal Design for Learning (UDL) for Inclusion, Diversity, Equity, and Accessibility (IDEA): a six-module open education resource developed by ten universities and colleges across Ontario
- Universal Design for Learning: Inspiring Equity and Inclusion in Higher Education: a four-module resource developed by George Brown College
- Digital Accessibility and Teaching Resources: a series of online courses developed by Toronto Metropolitan University
- Making Accessible Media: Accessible Design in Digital Media: an open-access online course developed by Humber College
- UDL on Campus: Universal Design for Learning in Higher Education
- UDL Tips from CAST
- Universal Design for Learning, Mohawk College
- Postsecondary Course Accessibility Guide
- HEQCO’s Dialogues on Universal Design for Learning: Finding Common Ground and Key Recommendations from the Sector
- Universal Design for Learning Implementation and Research Network
- Think UDL Podcast