UDL Conversations: Inclusion from the Start
How can we design for belonging from the start? In these UDL Conversations, U of T members share strategies for inclusive practice:
Design for access, inclusion, and belonging
Use reflection and transparency to strengthen engagement
Design assessments for learner variability and meaningful learning
Explore how AI can reduce and introduce learning barriers
Accessibility as Equity
Chris Sabatinos
Web Accessibility Specialist, Accessibility for Ontarians with Disabilities Act (AODA) Office, St. George
What did we talk about?
- 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.
- 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.”
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.
Resources
Introducing UDL 3.0
Laura McKinley
Universal Design for Learning (UDL) and Accessible Pedagogy Coordinator, Robert Gillespie Academic Skills Centre, Institute for the Study of University Pedagogy, UTM
Watch UDL Conversations with Laura McKinley highlight video (08:57). Download the UDL Conversations with Laura McKinley slide deck (.pptx) for future reference.
What did we talk about?
- 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”: Centres 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.
Resources
Listening First: Building an Accessible Learning Ecosystem
Rebecca Laposa and Melanie Jeffrey
Rebecca Laposa, Assistant Professor, Teaching Stream, Department of Pharmacology and Toxicology, Temerty Faculty of Medicine, St. George
Melanie Jeffrey, Program Director, Master of Public Health, Indigenous Health, Dalla Lana Faculty of Public Health; Assistant Professor, Human Biology and Indigenous Studies, Faculty of Arts & Science, St. George
What did we talk about?
- Designing a course as an ecosystem: Redesigning a large first-year science course through a LEAF+ grant to create a more accessible and responsive learning environment.
- Listening as inclusive practice: Using “We’re Listening” surveys at intake, midpoint, and end of term to centre student voice in course design decisions.
- Learning about the course community: Asking open-ended questions (e.g., What do we not yet know about our learners?) to better understand access needs, motivations, and study habits.
- Acting on feedback: Making concrete changes based on survey responses, such as keeping lecture recordings available for two weeks, clarifying office hours, and introducing tools like Microsoft Copilot.
- Surfacing patterns and surprises: Recognizing how survey-based listening reveals trends and unexpected insights about students’ experiences.
- Designing time to listen: Reflecting on the challenges of mid-course changes (“building the plane as we were flying”) and the importance of designing time to listen early and often.
Strategies to Try
- Begin by listening: Use short, open-ended surveys early in the term to understand who your learners are.
- Keep surveys focused: Limit surveys to six minutes or less and communicate how you will use what you hear.
- Close the feedback loop: Share what you learned and how you’re responding to build trust and transparency.
- Maintain flexible access: Provide time-limited access to materials (e.g., lecture recordings) to balance structure and autonomy.
- Invite multiple identities: Frame leadership, participation, and engagement prompts to welcome diverse roles and experiences.
Resources
- U of T Learning & Education Advancement Fund Plus (LEAF+) Grant
- The Feynman Study Technique (U of York Library)
- The Cornell Note-Taking Method (U of Maine Fort Kent Student Success Centre)
U Design Learning | Teaching with Universal Design for Learning at U of T