UDL and Accessibility

Over the years, the office of Disability services, has given great leadership on how I as a professor should interact with students in my f2f class.  I think it is important to highlight the students’ needs as a starting point.  Overall improvements to the course should include being inclusive of participating and potential students (disabilities being one dimension).  The UDL reminded me of the work that my wife does in Neurofeedback.  The what, how and why of learning gives a great model for all teachers to contemplate.  It reminds me of the diversity of learning that has been the conversation ever since I have been in higher education.

I think I could increase accessibility in my classes if I present content in different ways.  Maybe have printed materials and videos in each module covering the same content.  Maybe also let student differentiate how they want to be evaluated and what they need to produce.

My biggest question is to know when I am successful.  At what point, can I measure that?  Or  are disabilities a never ending challenge?

When I started this class, I was a novice.  I feel like everything we have done has taught me to be better at teaching an online or blended course.  I started at nothing and have progress a little down the path.  I have a long way to go.


  1. David, your question “how do I know when I’ve been successful” is one I didn’t see addressed in our readings (maybe I missed something?) and one that is critical. I’m sure there are discussions going on about how to assess UDL efforts and maybe the office of Disability services can help?

    • Ann Massey on August 17, 2014 at 7:23 pm
    • Reply

    Hi David – Echoing Erin’s comments here – Maybe you can say that you’ve been successful when your students are successful? Looking at their performance in your class, in your program, after they complete your program? And let me also say that your question, “How do I know when I’ve been successful?” is certainly appropriate in any classroom and should probably go beyond student evaluations and RMP. Since there’s not much consensus on what success should look like (standardized exam scores?) in every classroom, it seems to me that we haven’t even begun the discussion of success with differently-abled learners.

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