Is Accessibility the Same as Universal Design for Learning (UDL)? How Can I Be Sure My Courses are A

By: Edna Pressler

People often use these terms interchangeably, but they are not identical, as previously pointed out in the blog post “An Introduction to the Universal Design for Learning Framework.” Both UDL and accessibility standards advance equity and inclusion, so their goals are compatible with one another and consistent with the Regis College mission and values. However, their scope and strategies are quite different.

The application of UDL principles is proactive. It is an intentional course design process that incorporates multiple ways of motivating students, presenting content, and/or allowing students to demonstrate their learning. As such, UDL strives to provide opportunities for all learners to succeed, including underrepresented minorities, non-proficient readers, English language learners, nontraditional students, working students, parents, and commuters. Use of UDL may reduce the need for specific accommodations, but that is not its primary goal. UDL has potential to improve student persistence and retention which are institutional priorities here and everywhere, but there is no legislation that requires it.

In contrast to the broad range of learners that UDL attempts to address, accessibility standards are designed to meet the specific needs of students with sensory, physical, and/or cognitive impairments through the use of accommodations. As such, application of accessibility standards tends to be more reactive than proactive. Meeting the needs of learners with disabilities is a legal obligation which educational institutions and instructors must fulfill.

Faculty members often ask what is required of them to ensure adherence to accessibility standards. The Regis College online, self-paced faculty development training, “Accessibility Considerations for Online Content,” includes this helpful checklist. In addition, QualityMatters (QM) just opened their Accessibility and Usability Resource Site (AURS) to everyone, regardless of QM membership (which Regis has).

While we realize that implementing UDL principles and adhering to accessibility standards require effort on the part of instructors, we hope that doing so will provide you with the satisfaction of advancing social justice in education.

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