Accessible Design/Universal Design for Learning

LEARN: What and Why

Accessible Design

Designing for accessibility involves considering the specific needs of people with disabilities. The process of designing for accessibility refers to developing products, services and facilities in ways that ensure they can be used independently by people with a variety of disabilities. (The Center for Universal Design, 2019). While accessibility as a design concern has existed for a long time, passage of legislation such as

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ENGAGE: How to do it

Not all UDL lessons look alike. However, there are several things common elements of a UDL experience, which include:

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APPLY to your course

Review your Course Policies & Syllabus

It is important in an online course to be clear and upfront about your policies, and not make any assumptions about what students may have experienced previously. UMass Amherst Faculty Senate mandates Accommodation (and Academic Honesty) statements for all syllabi seeking Faculty Senate approval. An accessible syllabus is a foundational item that will allow all your students, regardless of ability, learn about your course, find important information, and navigate the course as the semester progresses. In the end, your syllabus should always be unique to you and your course. 

You can also view CAST's resource on creating a UDL Syllabus. 

State Communication Expectations

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References & Resources

CAST. (2020, September 25). About Universal Design for Learning.

CAST (2018). Universal Design for Learning Guidelines version 2.2.

CAST (n.d.). UDL Syllabus. 

The Center for Universal Design in Education, University of Washington. (2019, April 30). What is the difference between accessible, usable, and universal design?

Perez, L. & Johnston, S. (2020, July 30). Bringing Equity and Inclusion to Remote Learning with UDL [Webinar]. ThreePlay Media: Boston, MA.

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