Universal Design for Learning (UDL) is a curriculum design, development, and delivery framework used to create equitable, inclusive, and accessible learning environments. UDL assumes all learning environments are diverse and that all learners have variable learning needs. UDL works to design learning spaces (both physical and virtual) where all students can effectively learn, and demonstrate their learning, promoting learner agency that is purposeful and reflective, resourceful and authentic, strategic and action-oriented. A primary goal of UDL implementation is to create more equitable, inclusive and accessible learning environments for all students.

UDL guidelines are based on the three primary brain networks shown in the slides below:

(CAST, 2018)

Creating learning experiences that activate these three broad learning networks is a useful pursuit for educators as it works towards the goal of learner agency. In addition, the UDL framework reminds us that all brains are variable and that monolithic “learning styles” do not actually exist. Instead, we know that each brain is processing information in complex and variable interactions between the various networks of the brain.

Principles

CAST has identified a series of principles to guide design, development, and delivery in practice to address each of the different networks:

• Multiple means of engagement
• Multiple means of representation
• Multiple means of action and expression

Checkpoints

Each principle contains checkpoints (three for each principle, making nine in total) that emphasize learner diversity that could either present barriers to, or opportunities for, learning. The checkpoints for each principle are as follows:

• Multiple Means of Engagement
  • Options for recruiting interest
  • Options for sustaining effort and persistence
  • Options for self-regulation

• Multiple Means of Representation
  • Options for perception
  • Options for language, math and symbols
  • Options for comprehension

• Multiple Means of Action and Expression
  • Options for physical action
  • Options for expression and communication
  • Options for executive functions

The guidelines are not prescriptive, but instead offer informed suggestions that can be used in any program, course or learning environment to support masterful learning and accurate assessment. Some post-secondary institutions use a streamlined version of the UDL framework to provide more flexibility for application (as shown below).

Organizing content

• ☐ Content is organized under headings and subheadings.
• ☐ Headings and subheadings are used sequentially (e.g., Heading 1, Heading 2).

Images

• ☐ Images that convey information include alternative text (alt text) descriptions of the image’s content or function.
• ☐ Graphs, charts, and maps also include contextual or supporting details in the text surrounding the image.
• ☐ Images do not rely on color to convey information.
• ☐ Images that are purely decorative do not have alt-tag descriptions. (Descriptive text is unnecessary if the image doesn’t convey contextual content information.)

Links

• ☐ The link is meaningful in context and does not use generic text such as “click here” or “read more.”
• ☐ Links do not open in new windows or tabs.
• ☐ If a link must open in a new window or tab, a textual reference is included in the link information (e.g., [NewTab]).

Tables

• ☐ Tables include row and column headers.
• ☐ Row and column headers have the correct scope assigned.
• ☐ Tables include a caption.
• ☐ Tables avoid merged or split cells.
• ☐ Tables have adequate cell padding.
  

Multimedia

• ☐ A transcript is available for each multimedia resource including relevant non-speech content.
  • Transcript includes:
    • speaker’s name
    • all speech content
    • relevant descriptions of speech
    • descriptions of relevant non-speech audio
    • headings and subheadings
• ☐ Captions of all speech content and relevant non-speech content are included in the multimedia resource; this includes the audio synchronized with a video presentation.
• ☐ Audio descriptions of contextual visuals (e.g., graphs, charts) are included in the multimedia resource.

Formulas

• ☐ Formulas have been created using MathML.
• ☐ Formulas are images with alternative text descriptions if MathML is not an option.

Font size

• ☐ Font size is 12 point or higher for body text.
• ☐ Font size is 9 point for footnotes or endnotes.
• ☐ Font size can be zoomed to 200%.

References

CAST (2018). UDL & the Learning Brain [Graphic]. https://www.cast.org/products-services/resources/2018/udl-learning-brain-neuroscience

CAST (2024). Universal design for learning guidelines version 3.0 [graphic organizer]. Lynnfield, MA: Author.

Mohawk College. (2019). Universal Design for Learning [Graphic]. http://www.mohawkcollege.ca/employees/centre-for-teaching-learning/universal-design-for-learning

Mohawk College. (2019). UDL with CTL [Video]. https://www.mohawkcollege.ca/employees/centre-for-teaching-learning/universal-design-for-learning

Text Attributions

Universal Design for Learning and Accessibility has been adapted from “UDL Guidelines” in Universal Design for Learning (UDL) for Inclusion, Diversity, Equity, and Accessibility (IDEA) by Darla Benton Kearney. Licensed under a Creative Commons Attribution 4.0 International License and Creating Inclusive and Accessible Learning Copyright © 2023 by Emily Scida is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

The Checklist for Accessibility was provided by Designing for All Copyright © 2020 by Centre for Innovation and Excellence in Learning, Vancouver Island University is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.