UDL - universal design for learning

"You can't reach them - you can't teach them"

How is your teaching designed? Is it set up to be easy to grasp, clear and lucid, varied and interesting? To be sure, university teachers enjoy liberty of choice when it comes to designing their teaching, but they also have obligations, e.g. to see to it that it is accessible*. By using UDL principles when planning courses/teaching, it is possible to do it "right" from the beginning so that the majority of students can partake of the teaching without special adaptations.

What is UDL?

The idea is to plan teaching/remove hurdles so students can:

- Engage in learning in different ways.

- Obtain information and learn in different ways.

- Account for what they have learnt in different ways.

Why is it important?

- The student body in Higher Education is increasingly diverse. UDL takes into account the wide variability of learners in higher ed environments.

- We need to teach the students that we have, not a fictitious "average student".

- UDL offers the opportunity to be one step ahead - and not have to wait for students to tell us that they have difficulties!

- By designing courses according to UDL principles, we let students use their energy on the learning in itself.

- All students should feel welcomed and respected.

*See e.g. Discrimination Act (2008:567) §5, and Webbtillgänglighetsdirektivet (sorry, in Swedish) active from 1 Jan 2019.

The sub-pages contain resources about UDL and accessibility, mostly in English. Do you want to know more or discuss UDL and accessibility? Get in touch! Contact: Lotta Åbjörnsson