Designing for Everyone: A Guide to Universal Design for Learning

Accessibility isn't an afterthought; it's the foundation of great instructional design. Have you ever designed a course only to realize not everyone can access it? Or did you receive an accessibility requirement that left you scratching your head? You're not alone. Universal Design for Learning, also known as UDL, offers a powerful framework that transforms how we approach learning design, and it's simpler than you might think.

Ready to elevate your instructional design practice? Pick one learning experience you're working on and run it through the UDL lens. Check out the CAST guidelines linked in our show notes, complete our interactive microlearning course, and share your UDL journey. Your support means the world; whether you share this episode, leave a review, or contribute financially, you're helping build a more inclusive learning community.

🔗 Episode Links:

Please check out the resources mentioned in the episode. Enjoy!

CAST UDL Guidelines

UDL Microlearning Course

📑 References:

CAST, Inc. (n.d.). The UDL guidelines. https://udlguidelines.cast.org/

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Episode Transcript

Speaker 1 (00:01):
Hello and welcome to the Designing with Love podcast.
I am your host, jackiePellegrin, where my goal is to
bring you information, tips andtricks as an instructional
designer.
Hello, gcu students, alumni andfellow educators, welcome to
episode 44 of the Designing withLove podcast.

(00:22):
Today we are diving into atopic that is absolutely
essential for anyone juststarting out in the world of
instructional design universaldesign for learning, also known
as UDL, have you ever designed alesson or course and wondered
if anyone could actually accessit?
Or maybe you were asked todesign for accessibility and

(00:43):
weren't quite sure where tobegin?
Well, don't worry.
Today I'm going to walk youthrough the what, why and how of
UDL, so that you can startdesigning with all learners in
mind right from the start.
So grab your coffee, yournotepad or just your curiosity
and let's get to it.
Universal Design for Learning,or UDL, is a research-based

(01:06):
framework that helps educatorsand designers create more
inclusive and flexible learningenvironments.
In short, udl is about removingbarriers before they even
become an issue.
It's not about making specialaccommodations after the fact.
It's about designingproactively so that learners
with different needs,backgrounds and preferences can

(01:27):
all succeed.
Think of it like designing abuilding with a ramp instead of
adding one later.
You're not just meeting arequirement, you're opening the
door for everyone.
And here's something importantto remember UDL isn't just for
people with disabilities.
It benefits everyone, becausewe all learn in different ways.
Some of us are visual learners,some prefer audio, some need

(01:51):
hands-on interaction.
Udl takes all of that intoaccount.
So why should you, as a newinstructional designer, care
about UDL?
First, it helps you createequitable learning experiences.
Udl First, it helps you createequitable learning experiences.
Whether you're designing aworkplace training, an online
course or a classroom lesson,udl ensures that every learner

(02:12):
has a fair shot at success.
Second, it aligns beautifullywith everything we believe in as
instructional designersLearner-centered design,
accessibility and meaningfulengagement.
Third, it actually makes yourwork better.
When you design withflexibility and inclusivity in
mind, your learning experiencesbecome stronger, more effective

(02:34):
and more scalable.
Trust me, your future self andyour learners will thank you.
Udl is built around three coreprinciples, each designed to
address different aspects of thelearning process.
Let's break them down.
Core principle number onemultiple means of engagement,
the why of learning.
This is all about motivationand interest.

(02:56):
Learners need to feel connectedto the content.
Here's an example Instead ofone-size-fits-all assignments,
offer choices like picking atopic for a project or choosing
between a quiz and a creativereflection.
Core principle number twomultiple means of representation
, the what of learning.
Different learners perceive andprocess information differently

(03:18):
.
Here's an example Present keyconcepts using video, audio text
and visuals.
Also, use captions on videos,provide transcripts and use alt
text for images.
Core principle number threeMultiple means of action and
expression, the how of learning.
Let learners show what theyknow in different ways, in

(03:40):
different ways.
Here's an example Maybe onelearner wants to record a video
presentation, while anotherprefers a slide deck or a
written report.
With UDL, all of those arevalid.
When you apply all threeprinciples, you're creating a
learning environment that'sdynamic, inclusive and deeply

(04:05):
human.
So let's pause for a few minutesand clear up some common myths
about UDL.
Myth number one UDL is only forstudents with disabilities.
What's the reality?
No, udl is for everyone.
Designing for neurodiversity,cultural differences and varying
literacy levels all fit underthe UDL umbrella.
Myth number two UDL is toocomplicated or time-consuming.

(04:25):
What's the reality?
While it can take time toredesign an entire course, you
don't have to do it all at once.
You can start small and workyour way through the changes as
needed.
All right.
So how can you start using UDLtoday?
Let me give you a few simple,actionable tips.
Tip number one start small.
Pick one principle, maybemultiple means of representation

(04:49):
, and apply it to one lesson ormodule.
Tip number two use checklists.
Cast, which is the organizationthat developed UDL, has
fantastic resources.
At castorg You'll findguidelines, templates and
examples to get you started.
Tip number three work with yourteam.
Collaborate with subject matterexperts, accessibility teams

(05:13):
and even learners themselves.
Ask for feedback on what workis working and what isn't.
Tip number four reflect andrevise.
Udl is a process.
The more you try, the moreintuitive it becomes Great.
So now that you have somepractical tips that you can
incorporate into your designstoday, let me share a real world

(05:34):
example for you.
Several years ago, I worked onan onboarding module for a
university's admissionsdepartment.
We added audio narration withtranscripts, use inclusive
visuals and gave learners theoption to complete a final task
by either writing a shortreflection or recording a video
of what they learned.
What was the feedback?
It was great.

(05:54):
The learners felt seen, heardand empowered.
That's what UDL can do.
I hope you have found thisinformation about how to
incorporate UDL principles intoyour work as an instructional
designer, helpful as you designinclusive and accessible
learning experiences.
As a recap, we covered what UDLis, why it matters to

(06:16):
instructional design, three coreprinciples, practical tips you
can start using UDL today and areal-world example.
So here's my challenge to youPick one learning experience
you're working on, or one thatyou've already built, and run it
through the UDL lens.
As you do this, ask yourselfthe following Can learners

(06:38):
engage with this content indifferent ways?
Can they access it regardlessof ability or preference?
Can they show what they'velearned in more than one way?
Remember, you don't have toredesign everything overnight.
Just take one step, one lesson,one principle at a time.
You've got this.
You can check out the CAST UDLguidelines, which are available

(07:00):
in the show notes, as you auditone of your designs.
In addition, you are welcome tocomplete show notes as you
audit one of your designs.
In addition, you are welcome tocomplete an interactive
microlearning course to learnmore and test your knowledge.
Please share your stories aboutincorporating UDL into your
designs by sending me a text orvisiting the blog site and
leaving a comment using thelinks in the show notes.

(07:21):
As I conclude this episode, Iwould like to share an inspiring
quote from Dr Shelley Moore, aninclusive education researcher
and speaker.
If we design for the margins,we actually make things better
for everyone.
Thank you for taking some timeto listen to this podcast
episode today.
Your support means the world tome.
If you'd like to help keep thepodcast going, you can share it

(07:45):
with a friend or colleague,leave a heartfelt review or
offer a monetary contribution.
Every act of support, big orsmall, makes a difference and
I'm truly thankful for you.