The CTE has launched a new Universal Design for Learning (UDL) resource to help educators design courses that better meet the needs of all learners. UDL is a framework that emphasizes instructional planning in ways that anticipate learner variability and reduce barriers to participation and success. The initiative is led by Mitchell Dallas Herring, instructional designer with the CTE. UDL asks instructors to consider the range of students in their courses and to build flexibility into instructional goals, methods, materials, and assessments. The framework includes three core principles: engagement, representation, and action and expression.

The new UDL resource page offers practical guidance for getting started with the framework. It includes a UDL Getting Started Guide that walks educators through the steps of creating a universally designed course and a UDL Flowchart that helps instructors prioritize tasks during design. There is also a UDL Self-Checklist for reviewing course materials and a UDL Self-Assessment Rubric to assess how well UDL principles are reflected in course design.

Instructors looking for support with UDL will also find links to other tools and materials. These include resources from CAST, the organization that created the UDL Guidelines and materials that help bridge UDL with digital accessibility practices.

Universal Design for Learning encourages instructors to offer multiple ways for students to engage with content, demonstrate their learning, and connect learning to their interests and goals. By planning proactively for diverse learning needs, instructors can reduce confusion, build a stronger sense of belonging, and support deeper learning for all students.

Educators are encouraged to explore the UDL resource page as they design or revise their courses. The guiding materials are applicable across modalities and disciplines and can be used independently or in conjunction with other CTE support such as consultations, professional development sessions, and course design programs.