Universal Design for Learning (UDL) can reduce many barriers for all instructors and learners. Instructors and learners can work together to design multiple ways for learners to demonstrate that they have achieved mastery of course concepts and are moving toward and completing course objectives. Engaging with learners and the course material in this way is especially important when every learner may face a challenge in accessing course material and completing their courses differently from how they anticipated at the beginning of the semester.

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To accommodate their learners, instructors will want to provide scripts and/or captioning for lectures and videos, for example. These scripts are often smaller information packets while lectures or videos are much larger information packets. Instructors may also want to provide rubrics for assignments and assessments and engage learners in helping them to imagine ways to demonstrate progress towards and mastery of learning objectives. These practices also accommodate instructors and learners who find multiple modalities for accessing information and achieving course objectives essential to their learning.

Steps to create content that is accessible to all students are available by clicking here.

Some essential considerations:

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Other aspects of course design may also require specific disability-related accommodations.  For learners already approved for testing and/or classroom accommodations, reach out to the assigned disability access counselor for guidance and support.  Additionally, the migration to an on-line format may present disability-related barriers not present in the physical classroom.  For assistance, reach out to the Office of Disability Services. 

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