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Vol. 5, No. 1, Dec 2016, pp. 27-36   
 
 
 
Post-Secondary educators can increase educational reach with Universal Design for 
Learning 
Kimberly Coy 
California State University, Fresno 
 
 

Abstract 
 

Meeting the needs of a variety of learners in college and university settings is of vital 

importance. By designing courses infused with Universal Design for Learning (UDL) principles, 

guidelines and checkpoints; professors and instructors create environments targeted toward 

meeting the educational needs of a wider variety of students. UDL works most effectively at the 

design stage. This paper aims to support learning environment design by presenting ten specific 

strategies for infusing UDL within post-secondary courses at the university level. These 

strategies will include: identifying barriers to learning, alternatives for participating during class 

time, effective alternative assessments based on construct relevance and UDL meta cognitive 

goals and transparency.  

 

  



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Introduction 
College and university instructors have an increasingly diverse student population 

attending a wide variety of classes including first generation students, students in poverty and 
students with learning disabilities. With a large variety of learners entering post secondary 
settings the challenge of capturing the talents of this group is often a struggle (Rose, Harbour, 
Johnston, Kaley & Abarbanell (2006). Harnessing the instructional design power of Universal 
Design for Learning (UDL) is an instructional design lens that has the potential to provide access 
to rigorous curriculum (Meyer & Rose, 2005).  

The purpose of this paper is to highlight a focus on planning and designing university 
curriculum to enable learning that is inclusive. This paper will provide a path to designing post-
secondary courses using the UDL guidelines. Due to the increased online and blended course 
offerings, this paper addresses face-to-face, blended, and fully online learning environments. 
Relevant and concrete examples for using UDL in post-secondary and university course design 
and implementation will be given throughout the paper. This is not a complete compilation of 
ideas by any stretch. The content delivered here is to start a conversation, to begin ideas, and to 
give direction for providing continued access to rigorous content for all learners.  

The term Universal Design for Learning refers to a scientifically valid framework for 
guiding educational practice that – 

(A) provides flexibility in the ways information is presented, in the ways students respond or 
demonstrate knowledge and skills, and in the ways students are engaged; and  

(B) reduces barriers in instruction, provides appropriate accommodations, supports, and 
challenges and 

(C) maintains high achievement expectations for all students, including students with 
disabilities and students who are limited English proficient (20 U.S.C. 1003(24)). 

Table 1 uses the CAST principles, guidelines and checkpoints by making the language 
actionable. That is, when using a framework of learning where student’s are assumed to hold a 
vast amount of variability, this table provides specific objectives professors, instructors and 
course designers can practice to create access to rigorous curriculum for a wider student 
assembly.  
 
Table 1. Actionable UDL 
Provide multiple means of 
engagement to encourage 
purposeful, motivated 
learners 

Provide multiple means of 
representation to 
encourage resourceful, 
knowledgeable learners 

Provide multiple means of 
action and expression to 
encourage strategic, goal-
directed learners 

Provide options for 
recruiting interest by 
- Optimizing individual 
choice and autonomy  
- Optimizing relevance, 
value and authenticity 
- Minimizing threats and 
distractions 

Providing options for 
perception by 
- Offering ways of 
customizing the display of 
information 
- Offering alternatives for 
auditory information 
- Offering alternatives for 
visual information 

Providing options for 
physical action by 
- Varying the method for 
response and navigation 
- Optimizing access to tools 
and assistive technologies 
 

Provide options for 
sustaining effort and 

Provide options for 
language, mathematical 

Provide options for 
expression and 



 Post-Secondary UDL   29 
 

persistence by 
- Heightening salience of 
goals and objectives 
- Varying demands and 
resources to optimize 
challenge 
- Fostering collaboration 
and community 
- Increasing mastery-
oriented feedback 

expressions and symbols by 
- Clarifying vocabulary and 
symbols 
- Clarifying syntax and 
structure 
- Supporting decoding of 
text, mathematical notation, 
and symbols 
- Promoting understanding 
across languages 
- Illustrating through 
multiple media 

communication by 
- Using multiple media for 
communication 
- Using multiple tools for 
construction and 
composition 
- Building fluencies with 
graduated levels of support 
for practice and 
performance 

Providing options for self-
reflection by 
- Promoting expectations 
and beliefs that optimize 
motivation 
- Facilitating personal 
coping skills and strategies 
- Developing self-
assessment and reflection 

Provide options for 
comprehension by 
- Activating or supplying 
background knowledge 
- Highlighting patterns, 
critical features, big ideas, 
and relationships 
- Guiding information 
processing, visualization, 
and manipulation 
- Maximizing transfer and 
generalization 

Provide options for 
executive functions by 
-Guiding appropriate goal-
setting 
- Supporting planning and 
strategy development 
- Facilitating managing 
information and resources 
- Enhancing capacity for 
monitoring progress 

 
 

 
Path #1: Identify Barriers 

Inherent in all learning environments are barriers. These barriers can be unique to 
individual settings, students, or a product of the technology. Instructors can begin by taking 
specific inventory of the physical environment and notice the all too often barriers provided in 
many classrooms. From the overhead lighting that reduces most humans to one-dimensional 
versions of themselves, to the desks that were not built to accommodate laptops or power up any 
devise. What can be done to overcome these barriers? Advocating for a change of classroom 
might work. Another options may include having students group desks together to form 
makeshift tables, letting students sit on the floor, brining in alternative lighting, or turning off the 
overhead lights all together. Students who have hearing impairments often have sign language 
interpreters to support overcoming the language barrier, but what about the student with 
dyslexia? Providing materials that can be read with a screen reader will support those students 
when visually reading text can become a barrier to the content. 

Online courses come with barriers that instructors should inventory as well (Burgstahler 
& Cory, 2013). One may be the online learning platform (OLS) the university provides. A 
particular OLS may be new to the institution or overly complicated. A way to break down this 
barrier is to create or use and existing tutorial for the specific OLS. Allowing a tutorial to be the 
beginning part of the online course, with course credits or points, helps to mitigate this barrier. 



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Important to remember with a barrier inventory is that learners should be expected to contribute 
to this process. What is a perceived barrier for one learner is not for another. A robust discussion 
of barriers and their eliminations are an important part of any course. 
 

Path #2: Provide options for recruiting interest 
Course objectives and the assignments connected to those objectives need to be presented 

with transparency. An example of this would be “The learner will demonstrate knowledge of 
issues in school reform, restructuring, and the role of inclusive education in these efforts.” The 
assessment relates specifically to the course objective: “Create a representation of a California 
school reform, and/or restructuring that include the role of inclusive education.” The rubric is 
connected to both: “Accurate representation of the reform and restructuring elements and 
specifically contains the role of inclusive education.” This process gives transparency for 
learners to the process of the relevance, value, and authenticity of each assignment or 
assessment. In both face-to-face and online environments learner choice on how to express their 
knowledge is important. Examples can include meeting the objectives through an essay, an 
interactive poster, or using free resources such as Powtoon, Animoto, or Powerpoint with 
voiceover. 
 

Path #3: Provide options for sustaining effort and persistence 
Provide specific places to get help (Grabinger, 2010). The lines between face-to-face and 

digital course delivery definitely blur with this specific path. Office hours for access to the 
instructor can, and should, have options for both face-to-face and digital communications. To 
further encourage options professors should have some face-to-face hours each week, some 
synchronous options with a delivery system such as Skype or Zoom, as well as a place to put 
questions asynchronously, usually email. In order to foster collaboration and communication all 
of the preceding options can be open to group participation. Undoubtedly some learners may 
prefer to be one on one with their instructor for some questions, and in a group for other 
questions or content discussions.  
Encourage idea sharing by providing a back channel where learners can make comments and 
pose questions to each other as an ongoing part of course communications. For face-to-face or 
synchronous delivery this can be a community chat using Padlet, or a shared Google document. 
For asynchronous delivery this could be a closed Facebook page, Twitter hashtag, and again a 
Google document. 
 

Path #4 Provide options for self-regulation 
Support strategies in executive functions. Students take and post class notes on class 

website on a rotating basis. Students can self-grade their own online discussions when a rubric is 
provided. The instructor can ask for a midterm check for learner understanding and mastery of 
course objectives (i.e., Survey Monkey). This data provided allows for the learners to self-check 
where they are in understanding the class objectives, and allows for the instructor to customize 
learning.  Communicating frequently with the whole class by sending a weekly email helps 
reduce stress and encourage thinking and self-reflection on course progress.  
 

Path #5: Provide options for physical action 
Even in the digital world there is physical action. For example, learners need to be able to 

physically navigate a laptop, tablet or smart phone to be able to express their ideas and thoughts 



 Post-Secondary UDL   31 
 

through these devices. Instructors need to make sure learners are able to use these devices 
without physical barriers. In addition instructors need to assure that students are not lacking 
information to be able to navigate devides. For example, if assignments are in one form only, 
like a traditional paper, this may provide students a narrow way to demonstrate understanding of 
the goal. By providing alternatives for participation during class time and study time instructors 
are more likely to get a better response toward the educational goal.  In face to face classrooms 
during lectures, presentations, or class discussions teachers might encourage students by 
providing alternatives to joining in whole group discussions. Learners could choose to chat in 
small groups or with one other student, or even to journal privately. Accessing technology to 
provide the ability for students to text, voice, video, email, Facebook message, Skype etc.   In 
distance learning specific examples for student options might include: 

• Encouraging students to make a short video for an assignment using iMovie 
• Teaching students how to create a voki. Then giving voki as an assignment alternative. 
• Asking students to give a tour of their study area during a synchronous lesson or meeting 

using the video option. 
 

Path #6: Provide options for expression and communication 
Strive for effective alternative assessments based on goals and objectives. One type of 

expression is not equally suited to every student, or every goal. The current free or low cost 
opportunities for learners to demonstrate understanding or ask questions is practically unlimited. 
As an instructor or educational designer do not assume students know how to use enough of 
these options to make deep choices. Provide new resources for expression and teach learners 
how to use the specific resources. For example use Viemo, YouTube, Prezi, PowerPoint with 
voiceover, or Glogster. So instructors are up-to-date of the technologies learners use, ask 
students to generate resources to share with the class. Instructors should provide consistent 
communication to students specifically addressing how the course objectives are being addressed 
during the quarter, semester, or year.  
Face-to-face class sessions can be designed to address this progress on a rhythm. For example 
once a week at the beginning of a class period the instructor can specifically address progress on 
course goals and objectives. In a digital environment the instructor should send out a weekly 
email addressing progress to course objectives. Learners should have an opportunity to reflect on 
their own progress as well. This allows students to take steps to course correct themselves if 
necessary. 
 

Path #7: Provide options for executive functions 
Use the UDL metacognitive goals with transparency by explaining and pointing out 

instructor thinking around the choices of content and assessment. As when telling a story to 
illustrate a concept, make a point of telling the students that story telling is an option for multiple 
means of representation. Instructors should use meta-cognitive goals with transparence by 
explaining and pointing out instructor thinking around the choices of content and assessment. For 
example, when telling a story to illustrate a concept, make a point of telling the students that 
story telling is an option for multiple means of representation. The digital world offers almost too 
many choices in new applications and programs. Students need a way to judge what options 
work for them, a way to match the application with the assignment. Teachers need to provide 
instruction to support learner choices. This does not mean that the teacher needs to have mastery 
of each option, but instead is willing to learn along side students in making judgments. One 



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specific example could involve offering a class three choices for an assignment that reflects on 
interacting with new content, i.e., a book chapter, journal article or lecture: iMovie, PowerPoint 
with voiceover, or voki. Included in the assignment is a reflection piece on the effectiveness of 
their choice of expression. Share the reflections with the whole class. 
 

Path #8: Provide options for perception 
Start with the Syllabus! Syllabus considerations include presenting the course syllabus in 

a variety of ways, placing information for support systems and accessibility at the beginning of 
the syllabus and making the introduction to the course personal and friendly.  The instructor 
should present the syllabus in accessible digital form so that a screen reader may be used. This is 
helpful for both face-to-face and online courses. Make a video recording out of the syllabus. An 
excellent example is from the On Campus website developed with CAST: 
http://udloncampus.cast.org/home#.VE6ccRCF9vk 
 

Path #9: Provide options for language, mathematical expressions, and symbols 
Set students up for success by assuming that they will need individual clarification 

around different concepts (Coy, Marino, & Serianni, 2014). Teach students how to use accessible 
options for the web platform. Just because every students does not need that level of accessibility 
doesn’t indicate that they should not be able to use these features. It’s empowering for all and 
included in most common resources such as Google and word. 
 

Path #10: Provide options for comprehension 
Use the power of webcasts and web-based conferencing. Explore and understand the visual, 

audio, and interactive features of webcasts. Use web conferences to engage students in an 
alternative form to check comprehension. 

• Use Zoom (www.zoom.com) for planned synchronous instruction.  This is a low cost 
interactive tool that participants join through a website, and students can see each other’s 
facial expressions. 

• Google Hangouts. If Pope Francis can run a Google hangout, so can you. 
 

Construct Relevance 
Constructs are the knowledge, skills, or abilities that are measured by assessments. 

Instructors should continually evaluate the assessment required of students and consider that 
irrelevant factors may impede accurate assessment of individual student knowledge, skills and 
abilities. For example, differences in organization and time management, or background skills 
and knowledge could result in inaccurate measurement of student’s abilities on course 
objectives. Traditional discussions are an identifiable barrier for many students in post secondary 
online courses. Because peer-to-peer learning is so important in university work it is necessary to 
reduce this barrier. Plan for a variety of ways for student’s to interact. Here are some specific 
ideas: 

• Create a Facebook page that is open only to the students in the course. Assign postings, 
(written, images, videos, graphic organizers) based on reaction to content, encourage and 
then assign students to comment on each others posts.  

• GIFs. Go to Facebook, message a friend, click on GIF button, type in the idea “have a 
good day” and you can send an expression immediately. Better yet, have students create 



 Post-Secondary UDL   33 
 

their own GIF’s to send to each other or the instructor to express ideas and reactions to 
content. 
 

Table 2 provides specific example of each path in both face-to-face and digital learning 
environments. Once again, these examples begin the conversation. Professor’s deep content 
knowledge will propel rigorous ideas that meet the lens of UDL, opening doors to content 
important for learners to master on their way to success.  
 
 
 
 
 
Table 2. Guidelines with UDL 

 

Plan with 
Universal 
Design for 
Learning 

Face to Face Example Digital Example 

Identify 
Barriers 

Check the physical environment 
for lighting, power sources, group 
work spaces. 

Online learning systems provided 
by the institution that are overly 
complicated, new to the students, or 
professors. Provide access to 
tutorials. 

Provide 
options for 
recruiting 
interest 

Connect course objectives to 
assignments with transparency. 
Offer choices for assignments 
including an essay, a group 
presentation, or an illustrated book 
chapter. 

Give learners choices whenever 
possible when interacting with both 
objectives and content. Examples 
include using UDLBookbuilder, 
Animoto, Powtoon, and working as 
individuals or groups. 

Provide 
options for 
sustaining 
effort and 
persistence 

Encourage sharing ideas by 
providing a back channel where 
learners can make comments and 
pose questions to each other as an 
ongoing part of course 
communications. Padlet, Google 
Docs, closed Facebook group, 
twitter hashtag. 

Provide specific places to get help.  
Office hours can be accessed face-
to-face, Skype, Zoom, Google 
Hangout, instant messenger, Twitter 
chat. 

Provide 
options for 
self-
regulation 

Support strategies in executive 
functions. Students take and post 
class notes on class website on a 
rotating basis. Students self-grade 
their own online discussions. 

Use Survey Monkey to check 
learner understanding of class 
objectives. Use this data to allow 
for student self-check. 



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Provide a rubric 

Provide 
options for 
physical 
action 

Allow for alternatives for 
participation during class time, and 
study time accessing technology to 
provide the ability for students to 
text, voice, video, email, 
Facebook, Twitter etc. In addition 
to speaking during class 
discussions, permit learners to 
write journal reactions or share in 
smaller groups. 

Allow students to make short 
videos for assignments. Students 
can use iMovie. Teach students 
how to use Voki, and use Voki’s as 
an assignment alternative. 

Provide 
options for 
expression 
and 
communicati
on 

Use technology choices to provide 
specific resources for choice. I.e., 
Viemo, you-tube, Prezi, 
PowerPoint with voiceover. Ask 
students to generate resources to 
share with the class. Do not 
assume students have mastery of 
these alternatives. Strive for 
effective alternative assessments 
based on construct relevance. 

Ask students to generate resources 
to share with the class to increase 
options. This allows for the 
instructor to be aware of new 
resources, and to understand the 
resources students find most 
accessible.  

Provide 
options for 
executive 
functions 

Use the UDL meta cognitive goals 
and transparence by explaining 
and pointing out instructor 
thinking around the choices of 
content and assessment.  

Provide instruction on how to 
analyze the digital options available 
to students.  

Provide 
options for 
perception 

Present the course syllabus in a 
variety of ways: digitally, recorded 
explanation, word and pdf.  

Access the On Campus website 
developed by CAST 
http://udloncampus.cast.org/home#.
VE6ccRCF9vk 

Provide 
options for 
language, 
mathematical 
expressions, 
and symbols 

 

Set up students for success by 
assuming that they will each need 
clarification around different 
concepts.  

Teach students how to use 
accessible options for the web 
platform, as well as other resources: 
Google and word. 



 Post-Secondary UDL   35 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Provide 
options for 
comprehensi
on 

Explore and understand the visual, 
audio and interactive features of 
webcasts. Use web conferences to 
engage students in an alternative 
form to check comprehension. 

Use Zoom (www.zoom.com) for 
planned synchronous instruction.   



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     K. Coy	
  
 

References 
 

Burgstahler, S. E. & Cory, R. C. (Eds). (2013). Universal Design in Higher Education. 

Massachusetts: Harvard Education Press. 

Coy, K, Marino, M.T., & Serianni, B. (2014). Using Universal Design for Learning in 

Synchronous Online Instruction. Journal of Special Education Technology, 29(1), 63-74. 

Grabinger, S. (2010). A framework for supporting postsecondary learners with psychiatric 

disabilities in online environments. Electronic Journal of e-Learning, 8(2), 101-110. 

Meyer, A. & Rose, D. H. (2005). The future is in the margins: The role of technology and 

disability in educational reform. In D. H. Rose, A. Meyer & C. Hitchcock (Eds.), The 

universally designed classroom: Accessible curriculum and digital technologies (pp. 13-

35). Cambridge, MA: Harvard Education Press. 

Rose, D. H., Harbour, W. S., Johnston, C. S., Daley, S. G., & Abarbanell, L. (2006). Universal 

design for learning in postsecondary education: Reflections on principles and their 

application. Journal of Postsecondary Education and Disability, 19(2), 17. 

U.S. Department of Education (2012). Higher Education Opportunity Act – 2008. Retrieved 

from http://www2.ed.gov/policy/highered/leg/hea08/index.html  

 


