Universal Design for Learning (UDL)
This webpage focuses on the Essentials of Universal Design for Learning (UDL), a conceptual framework that is very useful in guiding our teaching practices and in supporting learning for maintaining a positive, supportive, accessible and inclusive classroom climate; and fostering a learning experience that takes into account the diversity of students' contexts and ways of learning.
Introduction to UDL
As evidenced by the section titles above, this webpage focuses on the key elements of UDL: tips and best practices, and resources and tools to support you in integrating key inclusion strategies into your courses. Among other things, these strategies help reduce the need for academic accommodations and promote academic success, all while upholding established performance standards and expectations.
On this webpage, you can also learn more about the TLSS Recognition Program, specifically the UDL Digital Badge.
What is UDL?
Designed by CAST, UDL is intended to be a conceptual framework that takes into consideration the contexts, skills and learning needs of students. It therefore takes a student-centered perspective.
UDL is based on three main principles: promoting student engagement, providing learners with varied and accessible content, and enabling them to act and express themselves in multiple ways. This will be discussed further in the Section – Three UDL Principles.
To explore the UDL framework in more depth, here are four options: a short video, a transcript of this video, a webpage, and a free eBook.
Visit the Conceptual Frameworks Webpage - including UDL (Inclusive Pedagogies website)
View this free eBook on the eCampusOntario website.
Benton Kearny, D. (2023). Universal Design for Learning (UDL) for Inclusion, Diversity, Equity and Accessibility (IDEA): A Guide for Postsecondary Educators. eCampusOntario.
It is a book containing six self-directed learning modules.
The Three UDL Principles
The UDL framework has three main principles: engagement, representation, and action/expression.
As outlined in the above Section, UDL encourages teaching staff to foster student engagement, offer diverse and accessible content, and support learners in expressing themselves through multiple means.
In this section, we present an infographic for each principle (engagement, representation, action & expression), highlighting its essential components.
Beyond this overview, you can explore each of the principles in greater depth on the Conceptual Frameworks webpage of the TLSS Inclusive Pedagogy website, and on the UDL webpage of the CAST website.
- Visit the Conceptual Frameworks and UDL webpage (Inclusive Educators website). Each principle is briefly explained.
-
Visit the CAST CUA Framework interactive webpage: scroll down to the interactive framework; click on the actions or strategies you are interested in to learn more about them.
Let's now take a look at each of the three principles with the help of an infographic:
Click on the image to enlarge
Definition
This principle focuses on capturing attention, fostering motivation, and encouraging active participation. To achieve this, you might offer students a choice in their assignment topics, integrate collaborative activities like interactive quizzes, or organize a group review at the end of a session. These strategies help strengthen students’ sense of autonomy and inclusion.
Example
A professor offers students a choice of three final project topics, so they can engage in a topic they're passionate about.
To learn more
Visit the CAST UDL Framework Interactive webpage.
Scroll down to the interactive framework and click on the actions or strategies you are interested in to learn more about them.
Click on the image to enlarge
Definition
The aim here is to diversify the ways in which information is presented to make it accessible to all. For example, you can add captions to videos, provide a written transcript, use images with alternative text, or offer the lesson plan in a digital format with a readable font.
Example
A theoretical concept is explained in class using a diagram (visual), a mini-lecture (verbal), and a short video clip, to better reach different learner profiles.
To learn more
Visit the CAST UDL Framework Interactive webpage.
Scroll down to the interactive framework and click on the actions or strategies you are interested in to learn more about them.
Click on the image to enlarge
Definition
This principle empowers students to demonstrate their learning in flexible and personalized ways.
They can, for example, submit an assignment in the form of a video clip, infographic or podcast, or contribute to a collective mind map during class.
Teaching staff can diversify assessment methods by incorporating quizzes, projects, oral presentations, and other formats.
Example
For a mid-term assignment, students could choose between submitting an essay (written), recording an audio clip (media), or creating an infographic (visual).
To learn more
Visit the CAST UDL Framework Interactive webpage.
Scroll down to the interactive framework and click on the actions or strategies you are interested in to learn more about them.
Tips and Best Practices
Now that you’re familiar with the fundamentals of UDL, here are some practical tips and best teaching practices you can integrate into your courses.
We suggest taking small steps, that is, testing a few strategies at a time, and once you are well established, selecting a few others, and so on.
Beyond this overview, here are two other options to discover more tips, strategies and good teaching practices: the web page on strategies and tools on the TLSS Inclusive Pedagogies website and the University of Calgary Guide to UDL in Higher Education.
- Visit the Strategies and Tools webpage of the TLSS Inclusive Pedagogies website. You will find information on the small steps method, a suggested process for integrating inclusion strategies into your courses, and two inventories of inclusion strategies (25 and 135 strategies). Simply scroll down to view the section of your choice.
- To explore additional inclusive teaching strategies, refer to the UDL Guide from the Taylor Institute for Teaching and Learning at the University of Calgary.
Below is a selection of tips and best practices for integrating the UDL principles into your teaching:
Goal
To consider students’ diverse learning needs, profiles and contexts.
Related Tips
- Gather insights into your students’ context by conducting a survey before or during the first class.
- Identify specific needs from the outset.
- Tailor materials, methods and choices as closely as possible to the answers provided.
- Thus, use a variety of approaches, methods and formats.
- And foster a welcoming, positive and inclusive learning environment.
Best practice #1
The teaching staff sends out a short survey at the beginning of the semester to learn about students' preferences and needs.
What for?
This allows for proactive adjustments to teaching methods and to supporting learning.
Want to learn more?
To learn more about tips and good practices, please refer to the two inventories of inclusive teaching strategies (25 and 135 suggestions) on the Strategies and Tools webpage of the TLSS Inclusive Pedagogies website.
Resources and Tools
In this section, we've grouped the resources shared in the previous sections and added a few more. To make navigation easier, we've organized them by format, so you can explore them in the way that suits you best:
- Theoretical and practical articles and books on inclusive pedagogy and UDL.
- PDF guides and worksheets offering useful UDL and inclusion strategies.
- Inclusion and UDL websites.
- Descriptive video on the key UDL principles.
If you would like to explore a more comprehensive selection of resources on UDL, accessibility, Indigenization, equity, diversity and inclusion, we suggest you visit the Resource webpage of the TLSS Inclusive Pedagogies website.
UDL and Inclusive Practices Resource Lists
- La, H., Dyjur, P, Bair, H. (2018). Universal Design for Learning in Higher Education. University of Calgary.
-
Zaza, C. (2024). Postsecondary Course Accessibility Guide. University of Waterloo. Licensed under CC-BY-NC-SA 4.0
- Universal Design for Learning (KnowledgeOne, 2023)
- Video transcript – Universal Design for Learning
- Caulfield, M. (2020). How I would approach fall semester: a personal Zoomflex-based view. Hy-flex. WSU
UDL Digital Badge
The TLSS is launching a Recognition program for teaching staff who use effective teaching practices that have a significant impact on learning and/or create positive, engaging, and inclusive learning environments.
The UDL Digital Badge is part of this recognition program. It seeks to highlight the exemplary work of integrating inclusive practices into courses and to certify that these courses meet the UDL standards set by the TLSS, either at the Initiation, Integration or Consolidation levels.
Courses that will be awarded the UDL Digital Badge will be accessible and inclusive, in whole or in part, depending on the level targeted. We encourage progress towards more accessible and inclusive education for all. This can be linked to the professional development path and/or the ongoing reflective practice of the teaching staff.
The procedure for applying for recognition and obtaining a UDL digital badge is described further down in this section, after the description of the levels.
In short:
- Choose Your Level– Select the certification level you wish to apply for.
- Apply UDL Practices– Integrate the required practices into your course.
- Submit Your Application– Complete the registration form and send it in.
- Meet with TLSS– TLSS staff will review your file and discuss your UDL practices with you.
- Earn Your Badge– Once requirements are met, a TLSS Specialist will assign your UDL badge, which will be added to your course outline and/or Brightspace course.
Now let's move on to the description of the levels:
First steps towards inclusion
This badge is awarded to teaching staff who are beginning to integrate inclusive UDL practices into their teaching.
To be awarded the UDL badge - Application, teaching staff must demonstrate the integration of at least 80% of the following practices into their course:
- Share expectations, objectives, and group norms verbally and in writing for the duration of the course, from the first lesson and throughout the semester.
- Provide students with an accessible digital version of the course outline (e.g., legible fonts with good contrast to the background, a clear structure, identified title levels, alt text for added tables).
- Inform students of resources to support them (e.g., tutoring-learning support and academic accommodations).
- Design the Brightspace course space for intuitive and consistent navigation. Apply design principles for learning and validate your design with the checklist.
- Ensure that digital materials, videos and podcasts are accessible and compatible with screen readers, captioning or transcription to minimize the risk of exclusion of certain groups of learners (e.g., with learning disabilities, sensory deficits, mental health issues, other contextual or cultural realities and/or for whom English or French is the second or third language).
For example:
- Use sans-serif typography and avoid visual overload.
- Identify the level of headings and subheadings consistently.
- Write clear and well-structured texts and instructions.
- Add alt text to images and tables.
- Make course materials available in at least two different formats.
- For example: If you are sharing a video in Brightspace, enable captioning of the video or offer a transcript of the information in MS Word format, if close-captioning is not available.
- Use a variety of multimedia materials (e.g., videos, podcasts, infographics, or graphics).
- Display captions in the course language for videos presented during class.
- Consistently use a microphone in the classroom (in-person or virtually) and check the sound (verbal) and lighting (non-verbal) quality.
Ongoing use in practice
This badge is awarded to faculty who apply inclusive practices in the planning and delivery of their courses on an ongoing basis.
To be awarded the UDL badge - Consolidation, teaching staff must demonstrate the integration of Level 1 practices and at least 80% of the following practices in their course:
- Obtain information by survey on the student context and learning needs.
- Vary the way you present content and examples.
- Present multiple perspectives and vary the source of reference works:
- e.g., diverse authors; diverse cultural backgrounds; and diverse theoretical perspectives.
- Provide a companion guide for preparatory or follow-up activities to the course, such as reading articles or watching videos or listening to podcasts.
- This guide includes the activity goal, what the information will be used for, and a list of reflection, problem-solving, or information-gathering questions to guide the activity, as well as preparation before class or follow-up activity after class.
- Encourage collective notetaking (via shared folder, artificial intelligence, or authorized recording) and cultivate a supportive learning community.
- Vary learning activities:
- Foster classroom participation through discussions and open-ended questions.
- Promote collaborative activities that enable the co-construction of knowledge, mutual assistance among students, and the sharing of experiences and previous knowledge (give learners a voice).
- Integrate authentic (inspired by real life) and experiential activities such as case studies, simulations, labs, visiting places and people in the community, contributing to a website, etc.)
- Vary evaluation methods:
- Provide choices of topics for assignments.
- Allow students to select the format of their assignments (e.g., written document, audio or video clip, concept map, poster, infographic, etc.); and provide an integrated and transparent evaluation rubric.
- Adapt the instructions and clarify the evaluation criteria according to the formats.
- Integrate self-reflection questions into assignments.
- Schedule active review sessions (e.g., quizzes, discussions, resolution exercises, etc.).
- Allow flexible delivery dates and/or allocate a few one-day late token / passes for delays.
- On a regular basis, provide constructive feedback in different formats (e.g., formal and informal, group and individual), including during learning activities.
Systemic inclusive approach
The highest level of recognition. This badge is awarded to teaching staff who systemically integrate the principles of UDL into their courses.
To be awarded the UDL Badge - Expertise, teaching staff must demonstrate the integration of Level 1 and Level 2 practices, and at least 80% of the following practices into their course:
- Cultivate an inclusive learning environment that values identity, cultural and cognitive diversity.
- Ask learners to meet with you (in person or virtually; in small groups or alone) on a mandatory basis, at least once during the semester.
- This allows to create the educational bound (trust, sense of belonging), share experiences and provide support to learning.
- Guide students in their learning process to:
- Develop competence and autonomy (recognize needs and set learning goals);
- Foster reflection, growth and empathy; and
- To meet the challenges associated with the integration of content and skills into the practice of the disciplinary field.
- Harness innovative digital tools to expand accessibility and engagement:
- For example: polling tool, interactive digital whiteboard, generative artificial intelligence, multimedia design, etc.
- Design a hybrid / co-modal / course where the learner can participate in the course either in person, remotely synchronously, or online asynchronously.
- This choice is made on a rotating basis as needed, depending on the patient's context, objectives, learning preferences, abilities or health.
- Discuss with colleagues* their experience with integrating UDL inclusion strategies into their teaching (both its impact and challenges); and how it can be integrated into the curriculum.
- *Of the department, faculty, university and/or disciplinary field.
Procedure for Applying for a Badge
Who can apply for a badge?
Any uOttawa teaching staff who is committed to the integration of inclusive teaching practices and who wishes to have their efforts recognized.
What is the procedure?
The process for applying for a UDL Digital Recognition Badge involves the following steps:
- Select your certification level – Choose the level for which you wish to apply for.
Note: For Level 2 and Level 3 applications, you must have implemented the practices from previous level(s). - Implement UDL practices – Integrate the required inclusive practices into your course.
- Submit your application – Complete the registration form and submit your application.
(Be prepared to provide evidence of your UDL practices if requested). - Meet with a TLSS specialist – A TLSS Specialist will review your application, meet with you to discuss your practices, and offer guidance if needed.
- Receive your UDL badge – Once all requirements are met, a TLSS staff member will assign your UDL badge, which will be added to your course outline and/or to your Brightspace course space.
How to apply?
- First, complete the UDL digital badge application form for the level you are applying for.
- Then, click on the Submit button to send us your completed application.
- Finally, A TLSS Specialist will contact you to arrange a meeting and discuss your UDL practice.
UDL Digital Badge Application Form – Level 1
Download the UDL criteria table for level 1
UDL Digital Badge Application Form – Level 2
Download the UDL criteria table for level 2
UDL Digital Badge Application Form – Level 3
Download the UDL criteria table for level 3
Limitations to Consider
UDL is a conceptual framework, a simplified representation of a complex reality. It helps to structure thinking, to guide how we teach and to promote the integration of more inclusive practices. However, like any framework, UDL is neither a one-size-fits-all solution nor a rigid doctrine. Its implementation may present certain limitations or challenges, which are important to acknowledge, without diminishing its potential.
Lack of robust empirical evidence
Although UDL is widely promoted in school and university settings, and there is much literature on the subject, current research has not yet rigorously demonstrated the effectiveness of all parts of the framework, particularly the impact on the achievement of learning outcomes. The available studies are often based on self-reports or qualitative observations, with little quantitative data or control groups.
Keep in mind
The lack of formal data does not mean that UDL is ineffective, but rather that its impact remains difficult to measure in a variety of contexts.
While UDL’s impact may not always be immediately measurable, its effects can often be observed through grade comparisons, student feedback collected via surveys, and ongoing reflection of one’s practice.
Moreover, many UDL strategies align with recognized best practices in university teaching, most of which have demonstrated effectiveness in various contexts.
Implementation challenges
UDL can sometimes seem too broad or overly conceptual, even philosophical. The lack of concrete guidelines can be intimidating to teaching staff who may feel overwhelmed by the perception that there is so much to do.
Keep in mind
The goal is not to transform everything at once, but rather to initiate a gradual change by integrating a few simple strategies that benefit many learners. The section - Tips and Best Practices offers realistic starting points, adaptable to most teaching contexts. Page 4 in the Inclusive Pedagogies website presents a small-step method that can guide you through integrating inclusion strategies in a more manageable way.
Risk of standardizing diversity
In striving to offer universal approaches, we may unintentionally overlook specific needs, particularly those related to disability, culture or individual experiences. This can create the impression that such specificities are being grouped together or minimized, rather than acknowledged and addressed.
Keep in mind
It’s important to remain attentive to specific contexts. While the UDL promotes inclusive practices, it cannot address all accommodation needs. It remains essential to follow the recommendations provided by the Student Accommodation Service and, as much as possible, to learn about the unique contexts of students from minority or equity-seeking groups. That said, universal measures often have a positive impact on the learning experience of many students.
Limited or superficial institutional ownership
In some institutions, the UDL framework is presented primarily through checklists or administrative policies and procedures. While well-intentioned, this approach can lead to a mechanistic implementation, one that lacks meaningful engagement with the educational principles at the heart of UDL. As a result, teaching staff, leadership teams, and the broader academic community may adopt UDL superficially, without a deep commitment to inclusive and reflective teaching practices.
Keep in mind
The UDL framework gains impact when it is supported by an engaged university community. Discussions between colleagues, webinars offered by the TLSS, and/or participation in communities of practice make it possible to go beyond mere technical compliance and ground the approach in a meaningful shift in the learning environment towards equity, diversity, inclusion, indigenization and accessibility (EDI-IA).
Frequently Asked Questions (FAQ)
Below, you will find answers to frequently asked questions about UDL (Universal Design for Learning). For more information, please refer to the related sections in this web page (start reading at the introduction).
Universal Design for Learning (UDL) is a useful conceptual framework to guide our teaching practices and foster a learning experience that consider the students diverse ways of learning and contexts.
This framework offers tips and practices for presenting content in multiple formats, allowing for different ways to express understanding of content, and encouraging engagement and participation. These strategies reduce the need for academic accommodations and promote academic success, while maintaining set performance standards and expectations.
Additional Help
Do you need additional support?
Would you like to discuss the implementation of UDL in your courses and teaching further? Do not hesitate to contact us to meet with one of our specialists who will be able to help you and offer suggestions specific to your courses and context.
Rate this page
Did you find this content relevant?
Please take a moment to rate our webpage. Your feedback is valuable to us!