Universal Design for Learning: FAQs
Source: https://teachwell.auckland.ac.nz/design/universal-design-for-learning/udl-faqs/ Parent: https://teachwell.auckland.ac.nz/
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Universal Design for Learning: FAQs
These FAQs aim to clarify what UDL is and isn’t, and offer guidance for applying it in your teaching context.
Universal Design for Learning (UDL) is a powerful framework designed to enhance teaching and learning for all individuals. It draws on research in cognitive science and human learning, and aims to reduce barriers by embedding flexibility and choice into course design from the outset.
However, a few myths and misconceptions can sometimes hinder its adoption.
Frequently asked questions
Will applying UDL to my classes increase my workload?
Implementing UDL may require an initial investment of time and effort, especially when reviewing course content or planning new activities. However, many educators find that it streamlines teaching in the long run.
Using a “plus-one” approach—where you add just one flexible option in each of the three UDL areas—allows you to adopt UDL gradually, without needing to overhaul your entire course.
Over time, this reduces the need for case-by-case accommodations and improves clarity for all students.
Is UDL only for students with disabilities?
No. UDL is for everyone. While it originated from efforts to support disabled students, its principles benefit all learners by:
- Allowing students to work at their own pace
- Supporting varied learning styles and preferences
- Making learning more flexible and engaging
For example, offering transcripts with videos helps students with hearing impairments, but also benefits students who prefer to scan written text or have limited connectivity.
What is the aim of UDL?
The aim of UDL is to design learning experiences that are flexible, accessible, and inclusive from the start.
By offering multiple means of engagement, representation, and expression, UDL supports all students—not just those with recognised impairments—to participate and thrive.
What’s the difference between UDL and Differentiated Instruction (DI)?
Think of UDL and DI as two complementary strategies:
- UDL is proactive—it builds flexibility into the course design from the beginning, reducing barriers for all learners.
- DI is reactive—it involves adapting teaching during or after delivery to suit individual student needs.
In short: UDL sets the stage; DI adjusts the spotlight.
How does UDL relate to the Canvas Baseline Practices (CBP)?
CBP is a practical expression of UDL within our LMS. For example:
- Clear module structure and headings = better engagement and navigation.
- Embedded videos with captions = multiple forms of representation.
- Flexible deadlines or task options = multiple means of expression.
Following CBP is one of the easiest ways to start applying UDL principles.
Can I apply UDL within existing CBP-aligned templates?
Yes. The CBP templates were developed with UDL and accessibility in mind. You can build on them by:
- Replacing PDFs with editable formats like Canvas pages
- Embedding media alongside text alternatives
- Including simple check-ins or reflective prompts
These small changes can improve accessibility and support learner autonomy.
Are there resources or support available at UoA for implementing UDL?
Yes. You can:
- Contact the TeachWell Consult team for personalised help.
- Use the Canvas Baseline Practices (including Baseline Plus) pages to explore examples of UDL in Canvas.
- Visit the accessibility practices and tools page for tips on designing inclusive content.
UDL isn’t a separate initiative—it should be embedded into the way we teach at our university.
Page updated 10/07/2025 (content refresh)