CTSI offers a range of resources and supports to help instructors implement and adapt UDL in their teaching. Visit Teaching with Universal Design for Learning at U of T to learn more about the UDL framework, apply inclusive course design strategies, and engage with initiatives and programming that advance accessible and inclusive teaching and learning at U of T.
The UDL Guidelines
- 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
UDL and Academic Accommodations
UDL closes the gap between learner needs and instructional design and offers a ramp to better facilitate academic accommodations for learners with disabilities. For specific strategies related to accessible course content, Quercus, and assessment, refer to the Accessibility Guidelines for Teaching and Learning page.