VCC UDL Checklist

This UDL checklist is a tool that can be used to design and review learning experiences that meet the needs of all learners.

The checklist takes the UDL guidelines developed by CAST and offers a set of concrete suggestions for applying the UDL framework to practice. This helps ensure that all learners can access and participate in meaningful, challenging learning opportunities.

CAST identifies 3 core principles for Universal Design for Learning:

  • Provide multiple means of ENGAGEMENT
  • Provide multiple means of REPRESENTATION
  • Provide multiple means of ACTION/EXPRESSION

Check off each requirement as you complete them in your course. If you need help with meeting a requirement, select the link beside the statement.

I provide multiple means of ENGAGEMENT

Learners differ in the ways in which they can be engaged or motivated to learn, based on variations in neurology, culture, personal relevance, subjectivity, and background knowledge. Some learners are highly engaged by spontaneity and novelty while others are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.

  • My course includes applied, real-world assignments and projects
  • I share my enthusiasm for the course materials and explain their real-world significance.
  • I make sure that my course includes diverse perspectives.
  • I give prompt and informative feedback.
  • I supplement factual content with other information, such as videos, images, interactivites, etc.
  • I am available to my students via multiple means of communication, and they know how and when they can contact me.

I provide multiple means of REPRESENTATION

Learners differ in the ways that they perceive and comprehend information. Those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); or language or cultural differences, may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than written text. Transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.

  • I clearly describe the course content and my expectations of students in the course.
  • I begin the course with an outline of what will be covered.
  • I summarize key points and tie them explicitly to the larger course objectives.
  • I use multiple means of communication in my course (e.g. text info, video, audio, interactivities).
  • Students can download course materials in multiple formats (e.g. using the A11y tool to download alternative formats).
  • I use Moodle tools effectively to enhance learning (e.g. discussions, quizzes, links).

I provide multiple means of ACTION & EXPRESSION

Learners differ in the ways that they can express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.

  • Students can demonstrate mastery in multiple ways for the same activity (e.g. essays, interviews, projects).
  • Assessments only measure the stated learning objectives.
  • I provide opportunities for students to learn from each other.
  • I use tools to facilitate group participation and communication (e.g. discussion forums).
  • Students can submit assignments in a variety of ways.