Applying to practice

Design of Inclusivity Pages

All of the Inclusivity pages are designed following the principles of Universal Design for Learning (UDL).You will find a combination of text, video and images, along with some points for reflection, practical examples and case studies.

You can choose to read the text or access an audio recording of the same material. The recordings are at the bottom of each page. Alternatively you could use the Microsoft Immersive Reader, which has the ability to set preferences or use the 'read aloud' function.You can also attend a workshop on the topic.

Applying Universal Design for Learning to your Teaching Practice

UDL in higher education:

A transcript of this video and more detailed information on UDL in Higher Education is available on the UDL on Campus website. Updates using the new 2024 UDL Guidelines 3.0 are expected soon.

Application of UDL to your Teaching Practice

Representation with an image showing input of a lecturer at a screen; arrow to engagement with image of pyramid of people arrow to expression, showing output and writing on a page

So how can you embed UDL in your practice? Click on the headings for prompts, which have been adapted from the 2022 version to reflect the new 2024 UDL Guidelines 3.0.

Multiple Means of Representation 

Learners differ in the ways they perceive and make meaning of information. We must consider how people access information, and how people, cultures, individual and collective identities and perspectives are represented within the content. Learning, and transfer of learning, occurs when multiple representations and perspectives are used. There is not one means of representation that will be optimal for every learner; providing options for representation is essential.

Key Questions

Think about how information is presented to learners. Design options that:

Enable access to information using preferred options for perception, whether text, audio or video, and illustrated through multiple types and forms of media
Represent a diversity of perspectives and identities in authentic ways and cultivate multiple ways of knowing and making meaning
Cultivate understanding and respect across languages and dialects, and address biases in the use of language and symbols
Provide options for language and symbols, clarify vocabulary, symbols, and language structures, and support decoding of text, mathematical notation, and symbols
Connect prior knowledge to new learning and highlight and explore patterns, critical features, big ideas, and relationships
Maximise transfer and generalisation

Reflection: Do you design for:

Text versions of audio, through caption availability or transcripts, and vice versa, audio versions of text, through video or podcast? Options or variety in resources such as text, video, and audio?
Variety in text, image and audio representation of perspectives and identity, acknowledging global perspectives?
Clarity and explanation in the use of language and symbols, addressing bias?
Outlines, maps or models illustrating relationships between prior and new learning, illustrating patterns, features or big ideas?

Multiple Means of Engagement 

Learners differ markedly in what sparks their motivation and enthusiasm for learning, and how they are able to engage with learning. Learners must also be able to bring their authentic selves to the learning environment and find connections to what matters most in their lives. Learners' interests and sources of motivation may vary depending on the context, and on their sense of self, authenticity, safety and belonging. There is not one means of engagement that will be optimal for all learners in all contexts; multiple options for engagement are essential.

Key Questions

Think about how learners will engage with their learning. Design options that:

Welcome interests and identities, by offering choice in modes of engagement, and in choice of topics or case studies, enabling autonomy, and sustaining relevance, value, and authenticity
Nurture joy and play in learning and address biases, threats, and distractions, to enhance safety and belonging
Sustain effort and persistence by clarifying the meaning and purpose of goals, optimising challenge and support, and offering action-oriented feedback
Foster collaboration, interdependence, and collective learning, through a sense of belonging and community, and individual and collective reflection
Develop emotional capacity by recognising expectations, beliefs, and motivations, developing awareness of self and others and cultivating empathy and restorative practices

Reflection: Do you design for:

Options for topics, areas of study or module topics?
Clarity on the authenticity and relevance of topics or areas of study?
Options for engagement, such as synchronous (live- face to face or online) and asynchronous (completed independently)?  For more information, read about the Cardiff University Blended Learning Framework .
Variety, flexibility and options for individual and collective learning and reflection?

Support for student development through fostering awareness and respect for diversity and variety in experiences, beliefs and motivations?

Multiple Means of Action and Expression 

Learners differ in the ways they navigate a learning environment, approach the learning process, and express what they know. Therefore, it is essential to design for these varying forms of action and expression. For example, all individuals approach learning tasks very differently, and may prefer to express themselves in written text but not speech, and vice versa. It may not always be feasible to build in multiple options or choices for every activity or assessment, if a competence standard must be reached, but there should be diversity in assessment mode, as far as possible. It should also be recognised that action and expression require a great deal of strategy, practice, and organisation, and this is another area in which learners will differ. In reality, there is not one means of action and expression that will be optimal for every learner; options for action and expression are essential.

Think about how learners are expected to act and express themselves. Design options that:

Enable variety in interactions in responses, navigation, and movement, and enable options in interactions using accessible materials and assistive and accessible technologies and tools
Provide options and flexibility for students in the expression and communication of their learning, through multiple media and multiple tools for construction, composition, and creativity, challenging exclusionary practices
Build fluencies with graduated support for practice and performance, addressing biases related to modes of expression and communication
Support students in strategy development and the setting of meaningful goals, enabling students to anticipate and plan for challenges and organise information and resources

Reflection: Do you design for:

Choice or flexibility in responses, interactions, activities and collaborations within sessions?
A range of accessible resources, tools and technologies for expression of learning
Choice or flexibility in the mode students can demonstrate their knowledge or skills, such as written, spoken or multi-media?
Scaffolded support for students to demonstrate essential skills in a particular mode, for example practice runs, formative tasks and clear criteria for skills as well as content?
Support for gaol setting, strategic planning, time-management and management of information, such as module and assessment maps, session plans and summaries of information resources?

If you are designing Programmes, you can find out more on the Inclusive Programme Design section of the Empowering Students to Fulfil their Potential page.

Deeper Dive: Universal Design For Learning – Why Now?

In the last twenty years, there have been dramatic changes in the nature of higher education. It is not just that participation rates are higher than ever, bringing much greater diversity in the student population, but that these and other factors have altered the main mission of higher education and modes of delivery.

In the 1990s, the Higher Education participation rate was 15%, whilst now it is close to 50%, both in the UK and globally (Biggs and Tang 2011: 4). In addition, educational policy and provision has addressed inequalities through Special Educational Needs support in mainstream schools, and Widening Participation agendas in the higher education sector (Thomas and May 2010). The changing nature of employment means many more people look to retrain or study later in life, and there has been significant global movement in education, resulting in increased numbers of international students.

Higher education institutions therefore face increasingly diverse student populations with learners from different backgrounds, who have varying educational experience and academic, social, cultural and practical diversity (Jørgensen and Brogaard 2021).

Teaching substantially larger numbers of increasingly diverse students requires new approaches to the design, delivery and assessment of learning and teaching, which enable teachers to meet the needs of all students, and ensure all students have an equitable opportunity to fulfil their potential, but with realistic parameters in relation to workload and resourcing. Once embedded into design and practice, Inclusive Education and Universal Design for Learning can support these aims.

UDL Principles and Research

The UDL principles are based on the three-network model of learning that take into account the variability of all learners—including learners who were formerly relegated to ‘the margins’ of our educational systems, but now are recognised as part of the predictable spectrum of variation. These principles guide design of learning environments with a deep understanding and appreciation for individual variability (Meyer et al. 2014).

The UDL Guidelines (2024), whose foundation includes over 800 peer-reviewed research articles, provide benchmarks that guide educators in the development and implementation of the UDL curriculum. These Guidelines serve as a tool with which to critique and minimise barriers inherent in curriculum as educators aim to increase opportunities to learn (UDL on Campus 2022).

This video explains the History and Principles of Universal Design for Learning:

As with all educational models, there have been some critiques of the UDL Guidelines, and much debate around methods of implementation, in relation to the need for either comprehensive or incremental change in universities, and the viability of the guidelines for diverse student groups beyond disability. For detailed discussion and research on these and other issues, read Bracken and Novak (2019).

The latest UDL Guidelines, version 3.0, have developed the focus to address barriers rooted in biases and systems of exclusion. While the Guidelines had become a valuable tool to help practitioners design for learner variability, the updated version recognises that gaps and biases existed. Practitioners and researchers alike called for an update to make stronger connections to identity as part of variability and to address systemic bias.

Cardiff University Case Study

I aim to consider the principles of Universal Design in my sessions, to ensure multiple means of engagement, representation, action and expression, and embedding subject-specific core skills in note-taking and library-use. For example, in terms of engagement and action and expression, the session resources such as Mentimeter are used to gain pre-session snapshots of ideas, but in order to provide multiple means, this will be supplemented with in-class options such as post-it-note responses, so that students do not require internet-enabled devices to engage. This also provides an opportunity for quieter students to contribute. This will form a relaxed, informal prelude to small group discussion. " (Lecturer in SHARE 2023)

Cardiff University Case study

Jacob Lloyd: Graduate Tutor in translation studies
Case Study 1:
Good teaching practice centres inclusivity by actively considering and accounting for the key factors in differential student outcomes, such as students’ unique learning experience (Bale and Seabrook 2021, p.138). I have sought to achieve this by incorporating into the pedagogical process a Universal Design for Learning (UDL), which ‘focuses on eliminating barriers through initial designs that consider the needs of diverse people, rather than overcoming barriers later through individual adaptation’ (Rose et al. 2006, p.136). In practical terms, I use UDL by applying its key principles to the translation context. For example, I provide multiple means of engagement in my classes by varying the ways in which we approach translation theories and methods. Rather than working on texts individually, students are encouraged to collaborate or cross-compare. Rather than simply lecturing theoretical principles, I run through specific translation scenarios together with my students to experience what those concepts mean in action, and have had positive student feedback regarding the success of this approach.
Visual design—which is an essential aspect of providing varied means of representation—can act as a barrier to learning if used ineffectively. I have found that presentations including a complex array of visual elements simply for decoration can impede engagement. Therefore, I instead aim to employ visual elements pragmatically either to usefully illustrate points or to improve accessibility—for example, relevant images with alternative text for students with visual impairment (Bale and Seabrook 2021, p.151).
Case study 2:
Translation students exhibit a diverse range of linguistic backgrounds, potentially leading to indirect discrimination against students whose first language is not English. If students are unable to engage with learning materials, they face an immediate barrier to education compared to their first-language Anglophone colleagues.
For example, one of my students—whose first language is Mandarin—appeared disengaged from group discussions early in the year. By consulting her individually after class, I learned that she sometimes struggled to keep up with the pace and technical language involved. Going forward, I now endeavour to deliver key concepts as clearly and concisely as possible, and to regularly check in with students individually to ensure that my lessons are fully accessible. Since some students may not feel confident asking questions in front of peers, I also remind my classes that they can contact me via email to discuss their learning. I have found that several students prefer to interact in this way, and have become more engaged with learning due to these one-to-one encounters.
Linguistic ability is one aspect of the cultural dimension of diversity (Thomas and May 2010, p.5). Rather than treating this as a barrier to learning, I have sought to explicitly centralise and celebrate my cohort’s diverse range of cultural perspectives and abilities in our lessons. For example, in French translation I encourage active collaboration between first-language French- and English-speakers, so that they can combine their respective cultural and linguistic knowledge bases to tackle translation challenges more effectively. By viewing ‘the individual and individual difference as the source of diversity that can enrich the lives and learning of others’ (Hockings 2010, p.1), the students and I were able to create a sense of mutual belonging and foster a symbiotic learning environment in which all students’ backgrounds and skillsets were valued.

Session Level: Reflect on your teaching using UDL Guidelines 

Go to the detailed UDL guidelines by reading them on the CAST website and identify 2 aspects of your teaching or organisation of teaching that you would re-design to ensure you are employing universal design for learning for each of the three areas of engagement, representation, and action and expression. You may wish to click on each bullet point for ideas which might resonate for your teaching.

Focus on Assessment: Do you offer choice or variety of how students feedback on formative tasks or activities, for example orally or through text? Do you offer flexibility of roles in small group activities, for example so students take research or presentation responsibilities? Do you provide for asynchronous completion of tasks, through worksheets, mentimeter or padlet activities?

Module Level: Reflect on the organisation of your module 

Use a module map to identify the student activities for your module. Do the activities privilege certain modes, such as speech, text, or social interactions, over others? Reflect on whether you can design for multiple modes through variety in activities. Could they watch a video, instead of read? Could they work individually for some activities?
Focus on Assessment: Are you able to offer choice in assessment mode (for example a written assignment or presentation)? Or could you offer choice in topic? Do you scaffold the skills required in seminar or workshop activities, as well as the content? Do you clarify the requirements of the assessment and the marking criteria? Could you plan for more variety next year?

Programme Level: Reflect on the student experience of your programme from a diversity perspective 

Map your programme across the three years (with weekly maps of module input and assessments, including the student activities required), and then consider the experience of the programme using student personas (see Empowering Students to Achieve their potential page). What barriers to learning or organisational challenges will particular groups of learners experience?
Identify the opportunities provided by each module for flexibility and choice in engagement with materials and activities, representation of learning, and action and expression, and work with your module leads to co-ordinate provision.
Focus on Assessment: consider the choice, flexibility, variety and support of assessment, from a student experience perspective. Map the assessment modes across the programme, against the weeks of study, and consider whether the mode of assessments disadvantages certain groups of students. For example, is there a weighting of written work? Also, consider the timing and bunching of assessments.