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When incorporating UDL into course / content design, accessibility is in place for those who need it and those who prefer to learn in ways that is supported by accessibility.

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When educators are proactive, they avoid the need for retroactive accommodations, which can delay learning and put additional strain on both students and educators. For example, if content is designed with accessibility features such as clear navigation, high-contrast visuals, and screen reader-friendly text, students with disabilities will be able to access and engage with materials right away, rather than waiting for adjustments after an issue is identified.

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Colleges and universities that implement UDL often find it easy to grasp the importance of ADA compliance—it's simply the right thing to do!

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Implementing UDL-informed strategies is about enabling learners to become more proficient learners, and this starts with ACCESS. If learners cannot fully access their course experience (including due to accessibility concerns), we are raising barriers and obstacles rather than breaking them down. Thus, applying the UDL mindset and guidelines is an important learner-centered framework that supports - and extends beyond - ADA and Title II compliance.

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UDL recognizes the need for engaging students where they are. By making course materials accessible from the start, you are engaging students from the start. You are sending the message, "All are welcome here," which is where UDL starts.

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If an online course is designed using UDL principles—such as providing both visual and auditory content, and offering multiple ways to demonstrate understanding—assistive technologies like speech recognition tools can be more easily employed. For instance, a student using a speech-to-text tool would be able to engage with written content more effectively if it is structured with clear headings and alt text. Similarly, screen readers can interpret well-structured web pages with alt text, making the content more accessible.

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Title II compliance opens the door for teaching faculty members about the benefits of UDL and how they can proactively support their students.

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Implementing UDL in digital design makes ADA compliance easier by reducing the need for retroactive fixes and accommodations.

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Institutions that embrace UDL are more likely to create content that seamlessly integrates with assistive technologies, fulfilling ADA compliance.

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UDL strategies (e.g. closed captioning, using structured headings, alt text for images) align directly with WCAG success criteria

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UDL promotes proactive accessibility by designing digital content that is flexible and usable by diverse learners.