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):
Setting the foundations for moving towards a UDL proactive approach:
The next page provides a glossary of important terms related to accessible pedagogy.
Understanding these key concepts, such as Anti-Racist Pedagogy, UDL, and Generative AI, helps us grasp the frameworks that shape inclusive educational practices. Click on each definition to learn more about these essential ideas and how they contribute to creating equitable learning environments.
