Accessibility and Universal Design for Learning

Students may submit requests for accommodations.  In these cases, instructors will receive an accommodation letter notification.  However, as of April 24, 2026, all public entities, including institutions of higher education, must ensure their websites and mobile apps comply with ADA Title II and Web Content Accessibility Guidelines (WCAG) 2.1 AA.

This means that instructors are responsible for making sure all of their digital course resources are accessible. This applies not only to websites hosted by the university or individual instructors, but also applies to resources housed in learning management systems such as Canvas and Moodle.  The university has put together a digital accessibility page to help faculty in navigating these new requirements.

Universal Design for Learning (UDL)

One of the best practices in providing accessible student resources is to employ the Universal Design for Learning (UDL) framework.  UDL is A framework for designing instruction that is accessible to all learners. It is a move away from a “one-size-fits-all” approach and focuses on proactive design rather than reactive accommodations.  UDL anticipates variability rather than retrofits for it. The framework is an outgrowth of Universal Design which had its roots here at NC State. 

The UDL Framework

The UDL framework is guided by three foundational principles, representation, engagement, and action/expression.  

1. Representation means you should provide multiple ways of presenting information. 
2. Engagement means you should foster motivation and interest. 
3. Action and Expression mean you should offer various ways for students to demonstrate their learning.

Detailed reference sheets explaining the framework and considerations for each principle can be downloaded in many different languages from the CAST website. These are handy references to guide your decisions as you develop your courses.

How Does UDL Support Accessibility?

Many disabilities and special needs are not visible to instructors.  UDL assumes there will be people who need accommodations and helps you build in strategies that eliminate most need for additional accommodations. 

For learners with cognitive differences:

• Dyslexia or other reading difficulties
  • UDL strategy: Provide text-to-speech, audio versions, or visual summaries.
• Attention disorders (e.g., ADHD)
  • UDL strategy: Break tasks into chunks, use timers or checklists, reduce distractions.
• Memory challenges or executive function issues
  • UDL strategy: Give clear, scaffolded instructions; provide visual reminders and organizers.

For learners with linguistic or language differences:

• English Language Learners or multilingual students
  • UDL strategy: Use plain language, glossaries, visuals, multilingual resources, and captioned videos
• Students from different academic writing or discourse traditions

UDL strategy: Offer models, alternative formats, or choice in expressing ideas (e.g., presentation vs. paper).

For learners with cultural and experiences differences:

• Different communication norms, participation styles, or prior learning experiences
  • UDL strategy: Allow multiple ways to engage—discussion boards, one-on-one conversations, anonymous submissions.
• Varied understandings of classroom roles, collaboration, or academic expectations
  • UDL strategy: Make norms explicit, use culturally responsive examples, and offer flexible participation options.

For learners with physical or sensory differences:

• Visual or hearing impairments
  • UDL strategy: Caption videos, use screen reader–compatible materials, provide alt text for images.
• Motor impairments
  • UDL strategy: Ensure materials can be accessed via keyboard or assistive tech; avoid time-limited activities when possible.

Technology access and learning environment differences:

Unequal access to reliable technology or quiet spaces (especially in global/online learning)

• UDL strategy: Provide asynchronous alternatives, downloadable resources, and flexible deadlines.

UDL helps all students learn, not just those with disabilities or special needs.  When your courses employ the framework fully, it eliminates the need for students to request special accommodations as they have already been addressed by the course design.