Incorporating Universal Design in Learning principles into your course is a best practice and allows for the greatest access by students.
Use the following checklist to evaluate the specific UDL elements incorporated into your class. This is not intended as a rigid checklist but as a framework.
I provide a statement or information is contained in my course syllabus that specifies campus-based student support services, including disability support services.
I provide a comprehensive syllabus that clearly specifies all course requirements, course expectations and due dates.
I offer multiple forms of contact information so students have varied ways to contact me with questions or concerns.
I utilize multiple methods of expressing general course content utilizing different modes (visual, graphic, verbal, auditory, etc.) so students have varied ways to access the course content.
I provide multiple ways of clearly identifying and explaining essential course concepts (video lecture with guided notes, etc.).
I ensure accessibility in all course content and materials (accessible websites, captioned videos, e-textbooks, etc.).
I provide examples and/or illustrations of all major course assignments or activities.
I offer varied instructional methods to involve students in the learning process throughout the semester (field trips, reading, lecture, small group work, online assignments, class discussion or discussion board, etc.).
I encourage natural support systems (group wikis, discussion board, study buddy, partner work, study groups, etc.).
I provide alternatives for students on how they can participate or complete all major course assignments or activities. (provide a menu of assignments for students to pick and choose which best works with their learning style or needs.)
I offer clear and specific feedback on assignments and encourage re-submission of assignments as appropriate. I allow students to demonstrate their knowledge of subject matter through a variety of means (oral presentation, written report etc.).
I encourage the use of assistive, adaptive or other technologies to ensure that students can accurately express what they know.
provide clear guidelines and/or evaluation rubrics for all major course assignments or activities. This can also serve as a guide for you to identity specific aspects of your course.
Adapted from EnACT: Ensuring Access through Collaboration and Technology Fall 2007