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Universal Design for Learning (UDL) is a way of thinking about teaching and learning that helps give all students an equal opportunity to succeed.

Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

Learn more about UDL on CAST's website.

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Learn about CAST’s Universal Design for Learning framework, fostering inclusive educational experiences and improving learning outcomes for all learners.

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By educator we mean someone who facilitates learning. Titles such as teacher and lecturer are often also used.

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A support service has responsibility to support educators and the wider university organisation with digital teaching.

In our situation we have a responsibility to provide support but not a mandate to enforce best/preferred practice.

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Norway's universal design laws follow the WCAG2.1 standards. These laws come into force in 2021.

More about the WCAG2.1 standards can be found here -https://www.w3.org/WAI/standards-guidelines/wcag/glance/

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Help improve this page

This page provides a paraphrased summary of Web Content Accessibility Guidelines (WCAG) 2.1 and 2.2.

Please see the following key resources for learning about WCAG 2:

The normative technical specifications are at www.w3.org/TR/WCAG22 and www.w3.org/TR/WCAG21

Guidelines

Versions

This page has summaries at the guideline level. The guidelines are the same in WCAG 2.1 and WCAG 2.2. To learn about the new success criteria, see What's New in WCAG 2.2.

WCAG 2.0 at a Glance has two differences from above:

"Do not use content that causes seizures or physical reactions." does not include "or physical reactions".

It does not include "Make it easier to use inputs other than keyboard."

Please share your ideas, suggestions, or comments via e-mail to the publicly-archived list wai@w3.org or via GitHub.

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This page provides a paraphrased summary of Web Content Accessibility Guidelines (WCAG) 2.

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All resources made available for students online. For example, videos, podcast, documents and presentations used for learning.

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What is the situation where you work?​

What have measures have you taken? What methods have you tried?​

What has gone well?​

What has been challenging?

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Case 3 - Students' role in promoting accessibility

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Case 3 - Students' role in promoting accessibility

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2 approaches to promote UDL: using intentional UDL design when faculty have the opportunity & capacity; using UDL thinking to solve problems of practice in moments of need 

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2 approaches to promote UDL: using intentional UDL design when faculty have the opportunity & capacity; using UDL thinking to solve problems of practice in moments of need 

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A current issue is overwhelm with faculty. They may have been ready to start making changes, but COVID has forced them to make huge changes (moving online).

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Have other faculty share their success stories with UDL, and share widely with other faculty.

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Have other faculty share their success stories with UDL, and share widely with other faculty.

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all students to represent not just students identified with disabilities

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Partnering with other offices to create student materials that demonstrate and perpetuate accessible practices (e.g. paper templates that use heading styles).

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Partnering with other offices to create student materials that demonstrate and perpetuate accessible practices (e.g. paper templates that use heading styles).

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Adopting inclusive design in programming

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Adopting inclusive design in programming

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Add students to the advisory group with senior leadership, faculty, staff members from teaching and learning center, office of accessibility and office of diversity and inclusion

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We try to emphasise the benefits rather than stress the penalties for not complying with regional/national legislation

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Shifting the institutions culture of acceptance of student voice to see it as a benefit rather than a point of defense.

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I interviewed a Geology lecturer this week about how he hires a student intern each summer to review his course content. Last summer his intern was someone with dyslexia. As a response to her feedback, he changed all of his PowerPoints to make them clearer... as a consequence all students commented that they found his resources clear and helpful.

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Gamify for Faculty Engagement and Initiating UDL in courses.

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Gamify for Faculty Engagement and Initiating UDL in courses.