Designing Environments
Environments are the digital, physical, and social spaces where learning and collaboration take place. Small adjustments in these spaces can reduce barriers, increase access, and strengthen belonging. For an introduction to the three dimensions of course design—methods, materials, and environments—visit the UDL Course Design page.
Strategy Library: Designing Environments
This strategy library focuses on designing environments, with many ideas also connecting to materials and methods. Each strategy links to the UDL Guidelines 3.0, grounding the library in the international framework while highlighting small, practical changes you can apply right away.
Digital Environments
Online spaces where learners and colleagues interact with course or program content, one another, and you
Physical Environments
Classrooms, labs, studios, offices, and other in-person spaces where learning and collaboration take place
Social Environments
Interactions, norms, and practices that shape how people participate in learning and collaboration
Digital Environments
Digital environments include the online spaces where learners and colleagues interact with course or program content, one another, and you. This may include:
- Learning management systems (e.g., Quercus)
- Online discussion boards or collaborative documents
- Synchronous tools (e.g., Zoom, MS Teams)
- Multimedia platforms and digital resources
- Email and communication channels
Here are some ways you might begin to design more inclusive digital environments:
Navigation and Structure
Make it easier for learners to find what they need.
- Streamline Quercus navigation by hiding unused menu items. (3.3, 6.3)
- Create a predictable weekly structure in your Quercus course site through scheduled announcements or a consistent module layout. (6.2, 6.3)
- Offer reminders or checklists for key tasks, which can support executive function and attention. (6.2, 6.3, 6.4)
- Add clear, consistent headings in documents and Quercus pages for easier navigation. (3.3)
- Use visual cues for navigation (e.g., numbering, dates, icons, or consistent labels). (3.2, 3.3)
- Provide predictable navigation and consistent cues so the same icon or label always means the same thing. (6.2, 6.3)
Accessibility and Alternatives
Support multiple ways of accessing and perceiving content.
- Use alt text for images in documents, slides, or Quercus pages. (1.2, 2.1, 2.5)
- Limit unnecessary visual or audio distractions (e.g., avoid autoplay videos, flashing GIFs, or overly busy slides). (6.4, 7.4)
- When recordings are provided, enable captions (available through Zoom, MS Teams, or Stream/Clipchamp). (1.2, 2.2, 5.1)
- Provide a low-bandwidth alternative when possible (e.g., PDF version of slides for those with limited connectivity). (1.2, 2.5)
Participation and Communication
Offer flexible ways for learners to engage.
- Offer multiple participation options in Zoom and MS Teams (e.g., chat, reactions, polls, microphones). (5.1, 5.2)
- Use interactive tools such as Microsoft Forms to build engagement through polls, word clouds, quizzes, or live results. (5.1, 5.2, 8.3)
- Check with learners or colleagues which formats are most useful, and when possible, provide alternatives (e.g., transcript for a podcast, text alternative for multimedia). (2.5, 7.1)
- Add prompts to slides (e.g., “check chat,” “pause for questions,” or “take a minute to reflect”) to remind instructors to pause and balance different participation modes. (6.2, 6.4)
- Set expectations for digital communication (e.g., typical email response times, use of discussion boards, or office hours on Zoom). (6.2, 8.4)
Support and Guidance
Reduce barriers by providing clear guidance and pointing to resources.
- Provide instructions for using digital tools (e.g., how to find readings in Quercus, how to post in a discussion board, how to use Zoom chat). (6.2)
- Highlight where to find tech support (e.g., tool guides, student support page, Information Commons Help Desk). (6.2, 6.3)
Physical Environments
Physical environments include classrooms, labs, studios, offices, and other in-person spaces where learning and collaboration take place. These spaces shape how people enter, move, see, hear, and interact. Small changes can improve access, comfort, and inclusion. This may include:
- Classroom and lecture hall layouts
- Lab and studio workspaces
- Furniture, equipment, and technology setup
- Lighting, sound, and visibility
- Signage and wayfinding
Here are some ways you might begin to design more inclusive physical environments:
Accessibility and Visibility
Improve access so it’s easier for participants to perceive information and engage in the space.
- Use live, in-person auto-captions in PowerPoint (Microsoft 365). Place captions at the top of slides so they are easier to view in classrooms. (1.2, 5.1)
- Check with learners or colleagues about sightlines and mobility access (e.g., “Can everyone see/hear comfortably from where they are?”). (6.5, 7.4, 8.4)
- Before teaching, test readability by writing on the board and reviewing slides from the back of the room to ensure text is visible. (1.2, 3.2, 6.2)
- Be mindful of your own placement (e.g., avoid standing in front of the projector beam and blocking slides). (1.2, 7.4)
- Ensure microphones are available and consistently used in larger classrooms or group settings. (1.2, 5.1, 8.4)
- Check lighting and acoustics where possible to minimize glare and reduce background noise. (1.2, 7.4)
- Adjust lighting intentionally (e.g., darker near projection to reduce glare, lighter at the back to support alertness and choice). (1.2, 7.4)
- Choose the most visible display option in the room (e.g., projecting content via slides or a document camera in large spaces, or writing on the whiteboard in smaller rooms). (1.2, 3.3)
- Test visuals for contrast and visibility, since colours and backgrounds may project differently than they appear on screen. (1.2)
Materials and Resources
Offer resources in ways that support access and understanding.
- Share slides, notes, or handouts when possible or appropriate, balancing accessibility needs with pedagogical intent. (1.2, 2.5, 3.3)
- Provide clear signage or instructions in labs, studios, or field sites to reduce confusion and cognitive load. (2.1, 6.2)
- Invite learners or colleagues to request accessible materials or tools (e.g., large-print labels, alternative formats, or adaptive equipment), and explore options together. (4.2, 7.4)
- Provide multiple means for accessing lab/studio instructions (visual, verbal, tactile). (1.2, 2.5, 4.1)
Activity Design
Adapt activities to fit the realities of physical spaces.
Participation and Sensory Supports
Acknowledge and reduce sensory barriers so participation feels possible for all.
- Be mindful of scent sensitivities by avoiding perfumes and strongly scented products, and reminding participants of U of T’s Guidelines on the Use of Perfumes and Scented Products. (7.4)
- Use tactile or shared objects to support participation, such as passing a stress ball for turn-taking or providing a microphone so all voices can be heard. (5.1, 7.3, 8.3, 9.2)
- Share practical wayfinding information at the start of class (e.g., location of washrooms or nearby amenities for long sessions). (6.2, 6.3)
- Encourage the use of personal comfort or sensory supports (e.g., noise-cancelling headphones, sunglasses, fidget tools) for those managing sensory sensitivities or neurodiverse needs. (7.4, 8.4, 9.1)
- Signal that it’s okay to move within the space (e.g., stand, stretch, or change seats if needed). (7.4, 8.4)
Social Environments
Social environments include the interactions, norms, and practices that shape how people participate in learning and collaboration. These environments influence who feels included, how people communicate, and the ways in which contributions are valued. Small shifts in social design can reduce barriers and support belonging. This may include:
- Class participation and discussion norms
- Group or team-based activities
- Feedback and peer support practices
- Opportunities for breaks and reflection
- Communication expectations
Here are some ways you might begin to design more inclusive social environments:
Timing and Reflection
Build in space for preparation and reflection before participation.
- Build in short breaks to support cognitive reset and social preparation during sessions. (7.4, 8.2)
- Give advance notice of interactive activities (e.g., “We’ll do a group discussion after the break”), so participants can prepare. (6.2, 8.2)
- Use “pause and jot” reflection time before group discussion to give everyone space to think. (6.4, 8.2, 9.3)
- Allow think time before responding (e.g., “Take 30 seconds to gather your thoughts before we share”). (8.2, 9.3)
Participation Options
Offer flexibility in how people engage and communicate.
- Offer multiple ways to participate in discussions (e.g., speaking, chat, polls, collaborative documents). (5.1, 5.2)
- Signal flexibility for diverse participation styles (e.g., letting learners choose to contribute verbally, in writing, or after class). (5.1, 7.1)
- Provide opportunities for students to take responsibility for leading a discussion, seminar, or topic, which can increase engagement and ownership. (7.1, 8.3, 9.1)
- Acknowledge and normalize different communication styles (e.g., some participants may prefer written over spoken contributions). (5.4, 7.1, 9.2)
- Make communication expectations explicit (e.g., email response times, etiquette in discussion boards, norms for interruptions in meetings). (6.2)
Peer and Group Practices
Support collaboration and make group work more inclusive.
- Encourage peer check-ins or feedback (e.g., quick “turn to your neighbour” activities, structured peer review). (8.3, 8.4)
- Rotate roles in group work (e.g., facilitator, note-taker, timekeeper) so responsibilities are shared. (8.3, 8.5)
- Provide clear instructions for group tasks, broken into steps so participants don’t need to infer expectations. (6.2, 6.3)
- Use low-stakes icebreakers or check-ins to foster comfort and reduce social barriers to participation. (8.3, 8.4)
Community and Belonging
Foster a culture of inclusion, trust, and recognition.
- Acknowledge and value diverse contributions (e.g., ideas, questions, lived experiences) to build trust and inclusion. (9.2, 9.4)
- Normalize help-seeking by pointing out available supports and modelling that it’s okay to ask questions. (6.2, 6.4, 8.4, 9.3, 9.4)
- Be open about challenges (e.g., noisy environments, commuting, tech issues). Sharing openly can reduce stigma and model flexibility for learners. (7.4, 8.4)
- Begin with an access check (e.g., “Can everyone see/hear comfortably? or “Is the pace working?”). Responses can also be gathered through Microsoft Forms when anonymity is helpful. (8.4, 9.2)
- Invite learners or colleagues to co-create participation norms at the start of a course or project. (6.5, 8.4, 9.1)
- Build in moments of recognition or gratitude (e.g., thanking participants for questions, highlighting collaborative wins). (9.1, 9.3)
- Encourage peers to repeat or paraphrase comments/questions so all participants can hear, especially in larger or noisier spaces. (1.2, 5.1, 8.3)
- Address exclusionary practices if they surface, using restorative or community-based approaches. (6.5, 9.4)
Try One Thing
UDL doesn’t mean redesigning everything at once. Start small: pick one strategy from the lists above and try it out in your teaching or staff-facing context. Even a single simplification, added option, or reduced barrier can have meaningful impact.
Need support? CTSI offers consultations to help you adapt strategies for your context. Reach out to us to start a conversation.
U Design Learning | Teaching with Universal Design for Learning at U of T