1. From curiosity to sustainable individual
implementation: Getting settled into a UDL
routine of inclusive redesign of course delivery
and assessment.
Centre for Teaching and Learning, Cape Breton University
May 25th, 2023

2. Land Acknowledgement
• I acknowledg that I work on the
traditional lands of the Tk'emlúps
te Secwépemc within
Secwépemc'ulucw, the traditional
and unceded territory of the
Secwépemc. I also acknowledge
that I live on the unceded an
traditional lands of the Sylx
people. I also acknowledge the
CBU campus is located on the
unceded and traditional territories
of the Mi’kmaq people. I
acknowledge their language, their
culture, their elders and recognize
their claims to land.

3. Objectives of the Session
• (First hour)
• Quick refresher of the key characteristics of the UDL approach
• Explore the need for change in the design of assessment
• Explore the three design principles of UDL
• Explore the ways UDL is suited to this quickly changing landscape
• (Second hour)
• Hands-on case studies and scenarios
• Explore the way UDL may support a reflection on delivery and assessment
• Examine hands-on example scenarios of barriers in the post-secondary classroom that need to be
removed through redesign
• Explore the ways the three UDL principles Acknowledge remaining challenges present in the
implementation of authentic whole class inclusive practices in post-pandemic teaching and learning
• (Third hour)
• Questions and discussion
• Participants will be invited to share their own priorities or current concerns around inclusive design
• (Remaining time)
• Reflection on the strategic dimensions of UDL implementation across a campus

4. Heads up! Generating ideas and scenarios
to work from
• https://edswgrad.padlet.org/ffovet1/what-are-some-of-the-scenarios-you-would-
like-to-work-from-llkfk4bu2t460khj
• Please use this Paddlet to share the situations you would like to work from for our
hands-on examples
• You can enter your thoughts and example
through the first hour

5. Personal lens and methodological stance
• Unique positioning as a scholar: have been
both an Accessibility Services manager and a
faculty member
• Was involved in large scale UDL
implementation from 2011 to 2016 across a
campus – experienced this process in its full
complexity
• Have also been Academic Lead/ Program Head
at UPEI and RRU, and have needed to guide
contract faculty around inclusive teaching and
the use of UDL
• Act as a UDL consultant with colleges and
universities in Canada
• Teach mostly mid-career teachers within MEd
courses
• My research and scholarship focuses on UDL
• I will be drawing from these multiple and
varied perspectives

6. Modelling UDL in the session format
• It can be challenging and frustrating to discuss UDL in virtual workshop sessions which are
inherently traditional and ‘sage on a stage’ in format.
• Becomes increasingly contradictory when UDL advocates present in non-UDL ways.
• UDL is not just about the classroom; these principles of inclusive design apply to all our
interactions with others (PD, conferences, campus services, HR communications, etc.)
• Within the parameters we are given today:
- Personalized communication beyond the session itself with the help of a Padlet:
https://edswgrad.padlet.org/ffovet1/cbu-udl-workshop-may-25th-2023-1tt275w49g0uie6c
- Continues interaction and dialogue on social media
- Interactive tasks: some small group work & we will be using Menti.com
- Time will be set aside for questions at the end; conversations can continue face to face after
the session
- Personalized interaction possible through email
- Will share by slides again through SlideShare

7. Section1: (First hour)
Quickrefresher of the key characteristicsof the UDLapproach
• Let’s take some time to recap
what was covered last year in
the UDL workshop.
• It will give us an opportunity
to share our understanding
and to find a common ground
for our exploration today

8. Identifying the “need”
• Why do we even need a new approach to
inclusion in the post-secondary sector?
• We will use Menti (www.menti.com) for a
quick polling activity.
• I will generate the code during the activity
• “In relation to the way we as a sector are
currently addressing learner diversity, do
you feel that…”
• We are overwhelmed
• We are addressing some needs but
ignoring many others
• We are coping well and in a sustainable
way
• All participants voted for the “We are
addressing some needs but ignoring many
others” option

9. Six facets of a quickly changing landscape
• Changing demographics
• Fast changing shift in the definition/ construction of diversity
• Urgent need to integrate the social model of disability in teaching and
learning
• A fast-spreading concern for social justice in higher education
• Need for sustainable practices
• Growing power of the student voice

10. A palpable tension in higher ed teaching
and learning
• This tension has been growing for the last decade
• It leads to a feeling of unease, instructor attrition, a culture clash between
traditional processes and emerging aspirations, challenges to the power and
status of faculty, and a significant number of litigious outcomes.
• Very real risks of Human Rights violation/ lengthy investigations
• There is a pressing need for sustainable solutions.

11. Group activity – What is UDL?
• Levelling the playing field – giving all participants the same basic understanding of
UDL.
• Before we start examining the use of UDL within evaluation, let’s make gauge how
much you already know about UDL!
• We will take 10 minutes to discuss in small groups any familiarity we already have
with UDL.

12. UDL in a nutshell

13. UDL in a nutshell
• UDL is a sustainable framework to manage learner diversity in education. It
translates the social model into classroom practices and shifts the educator
away from deficit model approaches to learner diversity. It ensures
educators adopt a design mindset in all their choices, by shifting the focus
away from student exceptionality onto the educator as designer of the
learning experience.

14. Remember!
• Don’t be afraid to reject overly directive formulations of UDL
• UDL means different things for different educators. It is a reflective lens on practice,
no more
• UDL leads to different design solutions depending on expertise, years of experience
teaching, specific clientele, institutional culture, content specialty, seniority of
students, departmental leadership.
• This flexibility is what makes UDL attractive to higher ed instructors vs. other models
of inclusion

15. Inclusive design… it’s daunting
• Adopting an inclusive design mindset can be daunting.
• Educators have rarely been exposed to this scholarship or embraced that role.
• We perpetuate the practices we have experienced ourselves
• Our design makes sense to us but may not be user-friendly or congenial to others
• Issues of culture (anecdote from my own lived experience)
• We often are lacking, in the field of education, the ethnographic tools/ training
traditionally used in design work
• We are not used or trained to consider UX
• We feel that design is a specific field we have no expertise in

16. UDL – An overview
• Where does one start? How does one progress along? Can be overwhelming
• UDL offers three ‘bite size’ principles to begin a design reflection around
teaching and learning
• It breaks the process of inclusive design into a manageable, life-long
reflection that can be hands-on and user-friendly for any instructor.
• Multiple means of representation
• Multiple means of action and expression
• Multiple means of engagement

18. The inclusive design process
• The ‘barriers analysis’ [Implementation of the social model]
• The reflection is progressive and works in small steps
• Choose one dimension of your practice: delivery or assessment
• Determine which of the three UDL principles comes into play [Can be more than
one]
• Use the UDL principles chosen in order to remove the barriers identified, through the
production of an inclusive design solution
• Take the time to get student feedback and enjoy the outcomes
• Use the learner feedback as motivation to tackle another tricky design/ barrier next
semester or in the next course
• Continue that progression on the spectrum towards more inclusive design practices
through one’s career

19. One example from my practice supporting
faculty
• Selecting an area of practice: Assessment
• Barrier identified: Deadlines in paper submission create a great deal of stress and anxiety for
many students; this stress can be counter-productive when it comes to authentically gauging
learner competencies and gains.
• Nature of the barrier: this barrier may affect a wide array of learners in higher education:
students with disabilities, second language learners and international students, life-long
learners with work commitments, ‘non-traditional’ students with families and dependents,
first generation and Indigenous students who may be navigating pressures they have not
been give guidance in navigating, etc.
• UDL Principle used: Multiple means of action and expression (as this is about offering
students more flexibility in the ways they interact with us)
• Design solution from a department I had the pleasure of working with: Provide all students
with a bank of days of ‘grace period’.
• Outcome: students remain accountable, can navigate pressures autonomously, no need for
intrusive discussions or explanations, less tension between faculty and students, improved
outcomes in course evaluations, resources is available to all learners/ no stigmatization.

20. Summary of the thought process
• Identify a ‘barrier’ which
exists in the classroom
(delivery or assessment)
• Consider which of the three
UDL principles will be useful
• Inject optimal flexibility using
this UDL principle
• Make this design reflex
sustainable and adopt for the
long haul

21. Section 2: (Second hour)
Hands-on case studies and scenarios
• We will spend the second hour applying this process of redesign to hands on
scenarios and case studies.
• You are encouraged to share your current concerns in relation to inclusion in the
classroom.
• We also have some scenarios we can work from if you need inspiration

22. Generating ideas and scenarios to work
from
• https://edswgrad.padlet.org/ffovet1/what-are-some-of-the-scenarios-you-would-
like-to-work-from-llkfk4bu2t460khj
• Please use this Paddlet to share the situations you would like to work from for our
hands-on examples

23. Reflection and practice in small breakout rooms
• Now we have discussed the
case studies you came up
with, let’s take the time to
select a case study from the
list and to work our way
through the scenario in small
groups.

24. Back up scenarios to choose from
• Case study 1 – Mateo teaches grad courses in Education. His diet of assessment each
semester incudes four written assessment. Mateo feels his grad students normally lack some
skills in academic writing and need as much practice as possible. His students, however,
often struggle with this palette of assessments and express their frustration.
• Case study 2 – Catori teaches science and feels it is essential for students to be present in
lecture to take notes. As a result she never shares her PPT. Catori speaks quite fast and
students sometimes complain they have no time to take appropriate notes. She flicks
through her slides very rapidly too. She stresses to students that the course textbook is a
good place to visit to complete their own notes effectively.
• Case study 3 - François experiences challenges in relation to the undergrad Sociology courses
he teaches. Each semester a number of students contest his grading. Several use the course
evaluation to complain vehemently each semester that they failed assignments because they
did not in fact fully understand the requirements and directives.
• Case study 4 – Ada teaches first year French language classes. As the students usually take
other courses that are more text based, she decides to make all of her five term assignments
spoken/listening components only. There is no text based assessment and no writing
involved. Several students who are registered with Accessibility services frequently complain
and have on occasion withdrawn from the course.

25. Scenarios to choose from (contd.)
• Case study 5 - Amr teaches mostly Psych 101 courses. It is Amr’s first year teaching; his classes are
all 75 +, and he is teaching 3 courses per semester. Amr has decided to adopt assessment
practices that are similar to those he was himself exposed to in his Psych undergrad: one class
quiz, one group presentation (groups of 10), and two multiple choice exams (mid-term and finals).
Amr has met several times with self-appointed class reps who express their feeling the class is not
going well and students are frustrated by the choice of assessment.
• Case study 6 - Namid is teaching graduate Chemistry courses. In an effort to be experiential in her
teaching practices, and to shift away from traditional test-based assessment practices, she has
designed a series of twelve practical evaluations [one assessment per class] which are all hands-
on, lab based, and involve equipment manipulation. Namid has a moment of hesitation in relation
to her innovative assessment choices before her semester begins and asks for your advice, as a
colleague.
• Case study 7 – Sebastian runs a biology lab course. Students are handed a hand-out sheet during
each class and circulate between lab stations. They are expected to take notes, connect what
they see to the key learning outcome of the week and to produce a 500-word written summary on
the form of the physical phenomenon they were able to master. Sebastian has noticed that a
significant number of students register for the course but drop out during week 2, each semester.

26. Scenarios to choose from (contd.)
• Case Study 8 - Jia teaches an introduction foundational course in curriculum
studies on an MEd. Most of her students are new arrivals to Canada. She has
adopted a mixed and diversified diet of assessment and feels that she has
invested significant amount of times in designing this matrix. She, however,
feels that students are not performing as well as they ought to considering
the work they are clearly putting into the course. Many of the assignments
draw on experiences with the Canadian K-12 sector and many of her students
have no such experience. They feel unmotivated.
• Case study 9 – Vihan is keen on getting his students to collaborate actively
and to stay engaged. He flips all his chemistry classes through the semester
and starts each lecture with a problem displayed on the screen. The students
then have 3 hours to solve the problem. He leaves without providing the
answer as he believes the best learning occurs in this constant quest for
solutions.

27. (Third hour) Questions and discussion
• Participants will be invited to
share their own priorities or
current concerns around
inclusive design

28. Point of discussion: An inherent subjacent
reflection
• It is very difficult to discuss inclusion,
access and inclusive design without
engaging in a complex reflection around
learning outcomes
• One may not be willing to afford optimal
flexibility in relation to core learning
outcomes
• There will, however, be ample room for
flexibility and inclusive design in relation
to all the rest [and that is a lot of area
where UDL can be used at will!]
• Departments that have engaged in a rich
reflection/ discussion around learning
outcomes find the work with UDL and
inclusive design much easier.

29. Point of reflection: Some pitfalls to watch
out for!
• The ravenous re-designer – beware of design burn out!
• Doing too much too fast
• The exhausted cynic
• Acknowledging our resources and our time constraints
• It’s about adding choice and flexibility – not about simply substituting options
[example of the flipped classroom]
• UDL is a proactive process, not a reactive retrofit
• Avoiding checklists/ embracing the complexity – this is not a simple process; let’s not
be reductionist
• The reflection is not tool based – it’s about the process in context (the same tool can
be both UDL and non-UDL)
• Transitional friction
• We never redesign in a void
• It’s not just about accessibility and inclusion - Importance of other pedagogical
objectives [Other incredible pedagogical reflections took place during the pandemic]

30. Point of discussion: What if students do not like the
UDL approach?
• Understanding the challenge
of transitioning students to
new pedagogical models
• Phenomenon of ‘transitional
friction’
• What are the causes?
• How does one address this?

31. Section 4: If time allows!
• We will reflect about the
strategic challenges that
impede UDL growth on
campuses.
• These issues need to remain
at the forefront of our
thought process as we are
not just educators; we are
employees in complex
organizations where change is
not seamless.

32. Planning with an ecological lens
• Ecological theory helps us
acknowledge the complexity
• Who is driving the UDL
implementation drive?
• What are this unit’s history/
culture/ relationship with other
stakeholders?
• Is the stakeholder in charge of
growth the congenial and natural
party for this to be successful?
• How do we monitor success in UDL
implementation?

33. Need for an ecological lens on UDL
implementation across institutions

34. Questions

35. References & Resources
Black, R. D., Weinberg, L. A., & Brodwin, M. G. (2015). Universal design for learning and instruction: Perspectives of
students with disabilities in higher education. Exceptionality Education International, 25(2), 1-16
Boothe, K., Lohmann, M., Donnell, K., & Hall, D. (2018) Applying the Principles of Universal Design for Learning (UDL)
in the College Classroom. Journal of Special Education Apprenticeship, 7(3).
Burgstahler, S.E. (2015) Universal Design in Higher Education: From Principles to Practice. Harvard Education Press,
MA
Dalton, E. M., Lyner-Cleophas, M., Ferguson, B. T., & McKenzie, J. (2019). Inclusion, universal design and universal
design for learning in higher education: South Africa and the United States. African Journal of Disability, 8, 519
Dean, T., Lee-Post, A., & Hapke, H. (2017). Universal design for learning in teaching large lecture classes. Journal of
Marketing Education, 39(1), 5-16
Farrell, A.M. (2021) Embedding Universal Design for Learning in the Large Class Context: Reflections on Practice. In F.
Fovet (Ed.) Handbook of Research on Applying Universal Design for Learning Across Disciplines: Concepts, Case
Studies, and Practical Implementation. IGI Global
Fovet, F. (2021a) Developing an Ecological Approach to Strategic UDL Implementation in Higher Education. Journal of
Education and Learning, 10(4).
Fovet, F. (2021b) Anger and Thirst for Change among Students with Disabilities in Higher Education: Exploring
Universal Design for Learning as a Tool for Transformative Action. In C-M. Reneau and M.A. Villarreal (Eds.) Handbook
of Research on Leading Higher Education Transformation with Social Justice, Equity, and Inclusion. IGI Global.
Fovet, F. (2021c) UDL in Higher Education: a Global Overview of the Landscape and its Challenges. In F. Fovet (Ed)
Handbook of Research on Applying Universal Design for Learning Across Disciplines: Concepts, Case Studies, and
Practical Implementation. IGI Global

36. References & Resources (contd.)
Fovet, F. (2021d) Maintaining a Firm Social Justice Lens During a Public Health Crisis: Lessons Learnt From the ‘Learning
Pods' Phenomenon. In P. Keough (Ed.) Educational Recovery for PK-12 Education During and After a Pandemic. IGI
Global.
Fovet, F. (Ed.) (2021) Handbook of Research on Applying Universal Design for Learning Across Disciplines: Concepts,
Case Studies, and Practical Implementation. IGI Global
Fovet, F. (2020) Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the
Next Decade of Implementation. Education Journal. Special Issue: Effective Teaching Practices for Addressing Diverse
Students’ Needs for Academic Success in Universities, 9(6), 163-172.
http://www.sciencepublishinggroup.com/journal/paperinfo?journalid=196&doi=10.11648/j.edu.20200906.13
Fovet, F. (2019) Not just about disability: Getting traction for UDL implementation with International Students. In: Kate
Novak & Sean Bracken (Eds.) Transforming Higher Education through Universal Design for Learning: An International
Perspective, Routledge.
Griful-Freixenet, J., Struyven, K., Verstichele, M., & Andries, C. (2017) Higher education students with disabilities
speaking out: perceived barriers and opportunities of the Universal Design for Learning framework. Disability & Society,
32, 10
James, K. (2018) Universal Design for Learning (UDL) as a Structure for Culturally Responsive Practice. Northwest
Journal of Teacher Education, 13(1), Article 4.
Kennette, L., & Wilson, N. (2019) Universal Design for Learning: What is it and how do I implement it? Transformative
Dialogues: Teaching & Learning, 12(1)
Nieminen, J.H., & Pesonen, H.V. (2020) Taking Universal Design back to its roots: Perspectives on accessibility and
identity in Undergraduate Mathematics. Education Sciences, 10(1). 2020, 10(1), 12
Novak, K. & Bracken, S. (Eds.) Transforming Higher Education through Universal Design for Learning: An International
Perspective. Routledge

37. Some thoughts on the case studies to begin your
journey with UDL and assessment
• Case study 1 – Barrier: the learning outcomes which dominates the entire matrix is academic writing. Many
learners may experience specific challenges with this learning outcome, but not with the other outcomes of
the course. They cannot, however, demonstrate their competencies, with the assignments as currently
designed. UDL principle being used: multiple means of action and expression. Possible solutions: offer some
flexibility with assessment submission formats when the outcomes assessed is not academic writing.
• Case study 2 -
• Case study 3 – Barrier: it seems like the challenge experienced by the students here mostly relates to the
directives themselves which are not understood. Instructors can be teacher-centric in the way they formulate
directives. UDL principle at play: multiple means of representation. Possible design solutions: present the
directives in multiple formats (video, oral explanation, written text, and hopefully also some graded samples
of past work being offered as models).
• Case study 4 – Barrier: by replacing traditional submission formats (written) with an alternative one (spoken
components only) throughout, Ada removes barriers for some students but creates different barriers for
others. Some students indeed may experience very specific challenges with oral components (anxiety, stress,
speech impediments, etc. Some higher education students may these days also be non-verbal and
communicate through technology and text to speech software). UDL principle at play: multiple means of
action and expression. Possible design solution: implementing UDL is not about substituting one medium for
another; it’s about offering more flexibility to learners. A mixed diet of written and oral components would
make sure no student is unfairly challenged throughout the assessment.

38. Some thoughts on the case studies to begin your
journey with UDL and assessment(contd.)
• Case study 5 – Barriers identified: all assignments are short form or involve presentations. Students can
experience very specific challenges in short form summative assessment (many students with learning
disabilities for example complete multiple choice test incorrectly although they have gained the competency
being taught in the course); other students will experience specific challenges in group work and class
presentations (stress, anxiety, ASD, second language learner hurdles with synchronous group communication,
etc.). UDL principle used for this reflection: multiple means of action and expression. Possible design
solution: incorporate where possible opportunities for students to demonstrate competencies long form, in
individual ways. See Ann Marie Farrell’s work on assessment and UDL in large classes – in the references.
• Case study 6 – Possible barriers: the experiential flavour of the assignments is interesting but relying on this
format solely to assess all competencies can create barriers for students with physical disabilities, student
with medical conditions who may not be capable of attending each class, etc. UDL principle at play here:
multiple means of action and expression. Possible inclusive design solutions: retain some of the experiential
learning flavour in the assessment matrix but also offer alternatives for students who do not function well in
these tasks. Retaining some traditional assignment formats (written answers for example) will be important
for some students. It is important to offer more choices, not to simply substitute one design choice for
another.
• Case study 7- Possible barriers: The physical movement between stations may create challenges for students
with physical disabilities. Many students may be facing challenges with the print form handout. ULD principle
at play: Multiple means of representation. Possible inclusive solutions: Have the option of completing the lab
observations virtually from one single digital station. Using digital worksheets available to students before the
class begins so they can load it onto their device. Retaining the option of completing the activity physically
will be important for some students. It is about widening choices, not substituting one option for another.

39. Some thoughts on the case studiesto begin yourjourneywith
UDLand assessment(contd.)
• Case study 8: Barrier identified: it may be very challenging for students who have no
understanding of the domestic landscape to complete some of the assignments we design, in a
meaningful way. UDL principle at play: multiple means of engagement. Possible design solutions:
Instructors may need to spend some time reflecting on the assumptions they make in relation to
learner engagement. Even if students are committed to doing well in a course, it may be
impossible for them to achieve the necessary motivation when they lack affective connections
with the course content. In my case, I realized International Students were finding it challenging
to complete essays, reflect on key issues, and engage authentically with the readings in MEd
courses, when they had little understanding of the North American education system. The design
solution we came up with as a team was to offer a weekly film club focused on education in
movies, running through the MEd. For more on this reflection, see Fovet (2019).
• Case study 9: Barrier identified: The flipped classroom can be a good occasional alternative to re-
engage students who may not like the traditional lecture. The systematic flip, however, also
creates barriers for second language learners, for students with anxiety and mental health issues,
for students on the AS, and for students with speech impediments/ hearing issues, etc. UDL
principle at play: Multiple means of action and expression/ representation. Possible redesign
solutions: Use the flipped classroom occasionally but alternate with other modes of delivery that
do not systematically create barriers for learners. When the class is flipped, it may be possible to
create a virtual discussion space for some students who prefer this – even if they are physically in
the room.

40. Contact details
• Frederic Fovet (PhD.)
• Implementudl@gmail.com
• School of Education, Faculty of Education and Social Work,
Thompson Rivers University
• ffovet@tru.ca
• @Ffovet
• www.implementudl.com