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UDL Conversations Series

Universal Design for Learning (UDL) is an educational framework that leverages the values of accessibility and inclusion in designing accessible, inclusive, and usable methods, materials, and environments that reduce learning barriers and welcome learner variability.

The UDL Conversations Series highlights practices and considerations from U of T staff and instructors. Come chat with and learn from our community in fostering accessible and inclusive teaching and learning for all.

Universal Design for Learning = accessibility + inclusion + usability
Universal Design for Learning = accessibility + inclusion + usability

UDL Express: SLIDE into Accessibility in Summer 2025

Join us this summer for UDL Express: SLIDE into Accessibility, a quick and practical series designed to help you make your course materials more accessible and inclusive. In this five-part Zoom series, we’ll focus on the most impactful, easy-to-implement accessibility fixes using the SLIDE framework (developed by Luis Pérez, CAST)—Styles, Links, Images, Design, and Evaluation. Each 30-minute session includes a 10-minute demo, followed by time to apply what you’ve learned with guidance and support. Whether you’re working in Word, PowerPoint, or your Quercus course, these small but powerful changes can make a big difference for all your learners.

Styles (Structure)

Learn how to use built-in styles and headings to improve navigation and structure. Watch the Styles (Structure) highlight video (05:03) for a quick overview. Download the Styles (Structure) slide deck (PDF) for future reference.
  • “Flat text” (text without semantic headings) is hard to read and navigate.
  • Structured content—using semantic headings—enhances visual hierarchy, cognitive processing, and screen reader navigation. Everyone benefits.
  • Use headings to comply with AODA and WCAG 2.0 (criteria 2.4.6 and 2.4.10).
  • Follow a logical heading structure (don’t skip from H1 to H3, etc.).
  • Refer to instructions for applying headings in Word and the Rich Content Editor in Quercus.
  • Headings are especially helpful for organizing and maintaining syllabi, handbooks, and dossiers.
  • Font choices should support accessibility—prioritize legibility, cross-device compatibility, and distinguishability (e.g., between “1,” “l,” and “I”).

Links

Learn how to make hyperlinks clear and meaningful for all users. Watch the Links highlight video (10:41) for a quick overview. Download the Links slide deck (PDF) for future reference.

  • Use meaningful link text (e.g., “Download agenda” instead of “Click here” or “Read more”).
  • Avoid long URLs. Screen readers will read out every character. Use descriptive text or shorteners like uoft.me.
  • Indicate link behaviour (e.g., “opens in new tab” or “PDF”).
  • Ensure links are visually clear. Use both underline and colour, not colour alone.
  • Avoid empty or duplicate links. Each link should have a clear purpose and a unique label.
  • Add alt text to image-only or icon-based links. This ensures screen readers can convey the purpose of the link.
  • Clear, concise links benefit all users, not just those using assistive technologies.
  • Note: Accessibility checkers do not always flag vague or ambiguous link text (e.g., “click here”) as an error or warning. This must be reviewed manually.
  • QR codes should include alt text that describes the image as a QR code and indicates the destination.
  • Link behaviour (e.g., opening in new tabs) should be transparent—there’s no one right way, but users should know what to expect.
  • The POUR principles (Perceivable, Operable, Understandable, Robust) offer a helpful framework for evaluating accessible design.

Images

Learn how to add effective alt text and avoid common image accessibility barriers. Watch the Images highlight video (07:39) for a quick overview. Download the Links slide deck (PDF) for future reference.

  • Images need intentional descriptions (alt text) to support access and learning.
  • Alt text conveys the function and meaning of an image—not just its appearance.
  • Not all images need alt text, but every image needs a decision.
  • Keep alt text short, specific, and contextual. Avoid phrases like “image of.”
  • Mark decorative images so screen readers skip them.
  • Refer to instructions for adding alt text in PowerPoint, Word, and Quercus.
  • Auto-generated alt text often misses meaning—use with caution.
  • Start with complex visuals (e.g., charts) when retrofitting old slides. For these, alt text should direct users to where full descriptions are available (e.g., slide notes).
  • Redundant logo alt text on every slide creates noise—mark as decorative after first mention.
  • Check with students on preferred file formats (e.g., PDF vs. pptx).
  • To test alt text, try:

Design

Learn how to apply colour and font choices that improve readability and reduce cognitive load. Watch the Design highlight video (07:08) for a quick overview. Download the Design slide deck (PDF) for future reference.

  • Design affects usability. It’s not just how things look—it’s how they work.
  • Use readable fonts. Sans serif fonts, consistent sizes, and left alignment improve legibility. Minimize italics and ALL CAPS.
  • Ensure sufficient colour contrast. Aim for 4.5:1 for normal text. Test with tools like the WebAIM Contrast Checker.
  • Don’t use colour alone for meaning. Pair colours with text, labels, or icons for clarity.
  • Use emojis sparingly. They’re read aloud by screen readers and can confuse or distract. Make sure meaning is still clear without them.
  • Animations should be optional. When using animations, provide user controls (e.g., play/pause buttons) to reduce motion sensitivity and distraction. Avoid auto-playing content that users can’t pause.
  • Extreme contrast can cause eye strain. High contrast (e.g., pure black on white) may lead to visual fatigue, especially over long periods. Softer tones, like dark grey on off-white, are often easier on the eyes.
  • Accessible graph design uses more than just colour. Don’t rely solely on colour to differentiate data. Use patterns, clear labels, strong contrast, and test visuals in grayscale to ensure clarity for all users.

Evaluation

July 22 (11:30 am) Registration
Use built-in accessibility checkers and review tools to assess and improve your content

Past UDL Conversations

Visit the U of T Teaching and Learning Calendar for upcoming teaching and learning events. Stay tuned for past UDL Conversations resources.

Cheryl Lepard

Watch the UDL Conversations with Cheryl Lepard highlight video (14:50) for a quick recap. Cheryl is the Educational Developer, Universal Design for Learning, Centre for Teaching and Learning, UTSC.

  • UDL and assessment in the age of GenAI: As generative AI tools become more common in teaching and learning, educators are rethinking assessment design—sometimes reverting to rigid formats (e.g., in-class, timed, written). These formats can unintentionally reintroduce barriers for students, especially those with disabilities.
  • Student motivation and UDL: Task motivation is shaped by factors like perceived value, enjoyment, difficulty, and emotional state. UDL helps address these by embedding choice, relevance, and flexibility into assessments—supporting more authentic student engagement.
  • Strategies to try:
    • Motivate through relevance: Invite students to connect assessments to their lived experiences, identities, and interests.
    • Offer choice: Let students select from assignment topics or formats (e.g., paper, video, podcast, journal, debate).
    • Clarify GenAI expectations: Give students the option to use or avoid GenAI. Focus on building critical thinking and reflection, regardless of the tool.

Laura McKinley​

Watch the UDL Conversations with Laura McKinley highlight video (08:57) for a quick recap. Laura is the Universal Design for Learning (UDL) and Accessible Pedagogy Coordinator, Robert Gillespie Academic Skills Centre, Institute for the Study of University Pedagogy, UTM.

  • UDL as a framework: An iterative, research-informed approach that anticipates learner variability. Originally developed for disability inclusion, UDL now supports equitable and inclusive learning for all.
  • UDL 3.0 update (July 2024): Developed by CAST (Center for Applied Special Technology), the fifth iteration integrates broad practitioner feedback and reflects shifts in inclusive pedagogy.
  • Key changes in UDL 3.0:
    • From “provide” to “design”: Shifts power dynamics toward shared agency between instructors and learners.
    • From “expert learners” to “learner agency”: Centers student identity and lived experience.
    • From “checkpoints” to “considerations”: Emphasizes adaptability, not prescription.
    • Collective learning: Moves beyond individualism to focus on shared responsibility and belonging.
    • Intersectionality: Highlights cultural context, identity, and systemic bias as central to learning variability.
    • Joy and Play: Affirms the importance of curiosity and engagement—not just productivity.

Chris Sabatinos

Watch the UDL Conversations with Chris Sabatinos highlight video (04:57) for a quick recap. Chris is the Web Accessibility Specialist, Accessibility for Ontarians with Disabilities Act (AODA) Office, St. George.

  • Pre-developed habits and cognitive bias: Many accessibility barriers stem from ingrained tech habits and unexamined assumptions. We often use digital tools in ways that are fast but not optimal—both for accessibility and efficiency.
  • Accessibility requires (un)learning: Using tools like Word or PowerPoint accessibly isn’t intuitive—it requires unlearning old habits and relearning better practices. Accessibility isn’t just about compliance; it’s about reducing learning curves for everyone.
  • Strategies to try:
    • Explore the tools you use regularly—consider what’s happening behind the scenes, not just what looks right visually.
    • Advocate for time to (un)learn the tools you rely on. Accessibility takes intention and space to grow.
    • Talk with colleagues about how you’re doing things—share subjective experiences and discover better ways together.
  • Key quote: “The act of making things more accessible is the act of removing that initial learning curve, which ultimately will enhance the experience. So, the time that is used in class is next level.”

Douglas Eacho

May 1 (1:30 pm)

Assistant Professor, Centre for Drama, Theatre & Performance Studies, Faculty of Arts & Science

Sheila Batacharya

Apr. 15 (1:30 pm)

Assistant Professor, Teaching Stream, Institute for the Study of University Pedagogy, UTM

Rebecca Laposa and Melanie Jeffrey

Apr. 2 (12:30 pm)

Assistant Professor, Teaching Stream, Department of Pharmacology and Toxicology, Temerty Faculty of Medicine

Assistant Professor, Human Biology and Indigenous Studies, Faculty of Arts & Science

Danielle Bentley

Mar. 20 (12:30 pm)

Assistant Professor, Teaching Stream, Division of Anatomy, Department of Surgery, Temerty Faculty of Medicine

Monitor-Side Chats: UDL-ing in Winter 2024

  • Jan. 26 (1 pm to 2 pm ET): UDL Guideline 7: Recruiting Interest (Accessing Engagement)
  • Feb. 2 (1 pm to 2 pm ET): UDL Guideline 1: Perception (Accessing Representation)
  • Feb. 9 (1 pm to 2 pm ET): UDL Guideline 4: Physical action (Accessing Action and Expression)
  • Feb. 16 (1 pm to 2 pm ET): UDL Guideline 8: Sustaining Effort and Persistence (Building Engagement)
  • Feb. 23 (1 pm to 2 pm ET): UDL Guideline 2: Language and Symbols (Building Representation)
  • Mar. 1 (1 pm to 2 pm ET): UDL Guideline 5: Expression and Communication (Building Action and Expression)
  • Mar. 8 (1 pm to 2 pm ET): UDL Guideline 9: Self Regulation (Internalizing Engagement)
  • Mar. 15 (1 pm to 2 pm ET): UDL Guideline 3: Comprehension (Internalizing Representation)
  • Mar. 22 (1 pm to 2 pm ET): UDL Guideline 6: Executive Functions (Internalizing Action and Expression)
  • Apri. 12 (1 pm to 2 pm ET): Explore Proposed Updates for UDL Guidelines 3.0
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