Why?
It’s helpful to understand the distinction between the UDL and the accommodations process and how they approach barriers within the learning environment.
Accessible Pedagogy is an overarching concept that includes proactive teaching practices (for example, Universal Design for Learning) aiming to consider the diverse needs of learners and embedding flexibility and options into course design to make learning spaces more accessible. This approach frames barriers within the learning environment rather than within the individual and looks at how we can look at general accessibility and embedding that into courses from the beginning.
The accommodations process is a reactive response to individual barriers and involves creating individualized plans to address barriers to learning and accessing information.
While accommodations focus on addressing individual needs to remove barriers to access, UDL and accessible pedagogy takes a broader and proactive approach, focusing on inclusivity of learners of diverse backgrounds in the planning stages to enhance accessible learning spaces.
Even when these principles are applied in course design, accommodations may still be necessary for some students. For example, UDL can ensure content is accessible in multiple formats, but individual needs like course materials in Braille for blind students can’t always be anticipated in course design. UDL ensures content is accessible in various formats, but it doesn’t eliminate the need for individual accommodations.
How?
When reflecting on the design of your course, reviewing accommodation requests from Accessible Learning Services can help uncover unintended barriers in course design. For example, since returning to in-person learning post-COVID, fewer faculty provide lecture recordings as a resource for students. Yet, recordings of lectures continue to be one of the most requested accommodations for students with disabilities. Have you also considered that students who are English language learners or parents with young children could also benefit from being able to access lecture recordings?
Using a “plus one approach”, look at your accommodation plans and keep track of the requests from students in your classes. Is there a trend in terms of what is requested that you can observe? Can you consider flipping these “individual requests” and embedding it into your course design?
Go Further!
If you are already utilizing UDL in your course design, consider the following resource for further tips setting the foundation with students in your courses. Considering how you communicate this to students can help set the stage and remind students that you are incorporating inclusive teaching practices from the start of your course.
Guide to Accessibility, Accommodations and Universal Design for Learning (UDL):
Click to view the Accommodation Plan
Setting the foundations for moving towards a UDL proactive approach:
- 1. Communicate your approach with students in advance:
UDL encourages clear communication with your students that explains how you have proactively built in ways that minimize barriers to learning. This invites students into conversations about inclusivity and sets the tone for collaborative learning and addressing accommodation needs. When communicating this, be specific about any adjustments you have made to the course. For example, if adding additional time to the test for all students, indicate exactly how much time has been added (e.g., double time).
To do this, you are encouraged to:
- communicate this directly in your course outline,
- verbally announce it to your class prior to any assessments, and
- post a notification of this in Brightspace. We recommend that you include at least one statement in writing.
An example of how it can be explained is provided below:
“This course is utilizing universal design for all tests by providing double time to the whole class. By extending the test duration, I am better able to consider the accommodation and support needs of all, including students with disabilities, students with family responsibilities, and students impacted by other extenuating circumstances. If you are registered with Accessible Learning Services and feel the extended time does not address your access needs, please contact me or your Accessibility Consultant. I am happy to work collaboratively with you and Accessible Learning Services to ensure the test meets your accommodation needs.”.
- 2. Clarify that individual accommodations will still be upheld if required:
If a student requires an additional accommodation for their test and/or assessment, it is important to communicate that their required accommodations will be upheld, and that you will work with Accessible Learning Services to ensure the test/assessment meets their disability-related needs.
If students email you indicating that the UDL approach does not fully accommodate them, you may respond as follows:
“This test/exam uses universal design by giving every student additional time. The goal is to create an accessible situation where accommodation for additional time is not needed because it is already built in. In the past, most students have been able to complete this exam in less than X minutes. However, to ensure accessibility, everyone will be given Y minutes. I understand that additional accommodations may still be required, and I am happy to work collaboratively with you and your Accessibility Consultant to ensure the test meets your accommodation needs.”
- 3. Consult with the Teaching and Learning Exchange (TLX):
You can reach out to TLX Faculty Facilitators and Associates for help with integrating UDL into your teaching and learning practices.
For a more sustainable approach, you can start small, by choosing to change one part of your course and make these small changes to your course over time instead of making many changes all at once. Perhaps you’d like to revise a course or assessment, develop multiple means of representation, problem solve around a challenging aspect of your course or program, etc.
Click to reach out to TLX Faculty Facilitators and Associates.
- 4. Consult with Accessible Learning Services (ALS):
If you are having difficulty with the implementation of any accommodations, or if you are unsure about whether the format of your course/evaluations meets the requirements of an accommodation, please connect with Accessible Learning Services as soon as possible.
ALS can be used as a resource for students and educators in ensuring learning is accessible. You do not need to wait until you have an accommodation request to consult with an Accessibility Consultant.
If you are interested in trouble-shooting ways to embed more accessibility into your course design, Accessible Learning Services and the Teaching and Learning Exchange can be your partners.
Accessible Learning Services Guidelines and Process Manual for Students and Faculty
