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 learner 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 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 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 (2018), invites instructors to identify one more way learners can interact with your course—plus-one thinking. For example, share an outline alongside a live lecture so that learners 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 learners 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 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 learner 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 learners with disabilities.
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.