In 2018, the Ontario Human Rights Commission's Policy on Accessible Education for Students with Disabilities endorsed the implementation of Universal Design for Learning (UDL) "across all education systems, while continuing to provide accommodation based on individual needs" (OHRC, Policy on Accessible Education, 2018)
This information in this guide is excerpted from a report compiled by the Universal Design for Learning subcommittee of the University Access Advisory Committee.
Download the full report [pdf]
Developing flexible ways to learn
Creating an engaging classroom environment
Maintaining high expectations for all students while allowing for multiple ways to meet expectations
Empowering teachers to think differently about their own teaching
Focusing on educational outcomes for all, including persons with disabilities.
Curricula must be conceived, designed and implemented in a way that meets and adjusts to the requirements of every student, and provides appropriate educational responses. Standardized assessments must be replaced with flexible and multiple forms of assessments and the recognition of individual progress towards broad goals that provide alternative routes for learning.
Watch more videos by Shelley More on UDL.
Identify the essential course content.
Clearly express the essential content.
Integrate natural supports for learning (i.e. using resources already found in the environment such as study buddies).
Use a variety of instructional methods when presenting material.
Allow for multiple methods of demonstrating understanding of essential course content.
Use technology to increase accessibility.
Invite students to meet/contact the course instructor with any questions/concerns
These are the general principles that guide UDL in and outside of the classroom. Most of the principles identified at various post-secondary institutions are simply good teaching pedagogy. (Fast Facts for Faculty, Ohio State University)