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Why Universal Design for Learning: From Basic Concepts to Promoting and Internalizing Inclusive Learning
Posted by anne.grey | Start the discussion
Presenter: Phyllis Petteys.
Summary
In this presentation, Phyllis Petteys introduces Universal Design for Learning, or UDL, as an approach to creating more inclusive and responsive learning environments. Rather than waiting until a student encounters a barrier, Universal Design encourages instructors to consider accessibility and learner differences while designing courses, assignments, activities, and learning materials from the beginning.
The session moves from foundational UDL concepts into practical ways instructors can reduce barriers and create more flexible learning experiences. Universal Design recognizes that decisions made during course planning affect who can fully participate. By considering learner variability early, instructors can provide more students with meaningful ways to access information, engage with learning, and demonstrate what they know.
The presentation also emphasizes that inclusive learning goes beyond providing individual accommodations. Faculty can build accessibility into their teaching by offering choices, considering different methods of participation and communication, and creating environments that support students while maintaining meaningful academic challenges. These practices can benefit students with disabilities while also improving access for a broader range of learners.
An important part of the session centers student voices and experiences. Student advocates contribute perspectives on what inclusion and access look like from the learner’s point of view, helping faculty consider how course design decisions are experienced by students. The session encourages instructors to continue developing their understanding of UDL and move toward making inclusive practices a regular and intentional part of teaching.
Presentation Slides: Why Universal Design for Learning: From Basic Concepts to Promoting and Internalizing Inclusive Learning Presentation Slides
Presentation Outcomes
- Explain the basic purpose of Universal Design for Learning and its role in responsive and inclusive teaching.
- Recognize barriers that may be unintentionally built into courses, assignments, activities, and learning environments.
- Identify proactive ways to increase accessibility during the course design process rather than relying only on individual accommodations.
- Consider multiple ways for students to engage with course content, access information, participate in learning, and demonstrate what they know.
- Use flexibility and choice to support learner differences while maintaining meaningful academic expectations.
- Consider student perspectives when evaluating whether learning environments, materials, and teaching practices are inclusive and accessible.
- Identify opportunities to make Universal Design an ongoing part of instructional planning and teaching practice.
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