Common Barriers: 

• Traditional lectures and materials delivered in a single format.
• Fast-paced verbal delivery.
• Materials not readable or usable by students/required assistive technology.
• Life circumstances or disability preventing attending each class or meeting due dates.
• Notetaking can be difficult.
• Physical barriers.

UDL Strategies:

• Incorporate various active learning elements (e.g., polling, concept maps, peer discussion).
• Offer recordings, transcripts, and slide decks before and after class.
• Pausing for people to think and catch up on notes. Work in breaks. Allow for fidgeting, stretching.
• Encourage multiple note-taking strategies (e.g., guided notes, outlines, collaborative notes).
• Spread assignments out over the semester. Give students more time in between.
• Provide multiple lower stakes assignments.
• Make yourself available and approachable. Disclose your own needs. Check-in often.
• Offer web based presentations/notes (e.g., Google slides/docs, website) vs. potentially inaccessible PPT or PDF’s files.
• Offer excused absence policies for life issues that arise.
• Consider “grace periods” for assignments with no penalty, when possible. See Cornell Instructor’s “two due dates” approach with emergency token (Sarvary, Ruesch, 2024).

Common Barriers: 

• Physical barriers.
• Sensory barriers.
• English not everyone's first language.
• Hard to hear or see.
• Limited faculty-student interaction (difficult for questions, clarification).
• Assumes equal tech access.

UDL Strategies:

• Offer two due date options with one emergency token (Sarvary, Ruesch, 2024).
• Provide varied options for assessment.
• Use several low stakes assessments, providing many opportunities to improve grades in second half of semester.
• Provide extra time on tests or offer take-home tests.
• Drop lowest grades.
• Allow remote participation options when feasible
• Create structured Q&A opportunities (e.g., office hours, discussion boards, live polls).
• Offer places to sit to hear or see better. Use microphone and zoom in on the overhead. Offer recordings and slides/notes to follow along.
• Check in with students often on what they need.

Common Barriers: 

• Participation policies favoring verbal responses.
• Fast-paced discussions.
• Language and cultural norm differences (e.g., valuing listening over speaking).
• On-the-spot live assessments (e.g. cold calling, pop quizzes, speaking up in class).

UDL Strategies:

• Provide multiple ways for students to participate (e.g., written reflections, small-group discussions, online forums).
• Use structured discussion formats (e.g., think-pair-share, pre-submitted talking points).
• Allow for “pass” options when students are not ready to contribute.
• Build in processing and reflection time for students, then re-engage.

Common Barriers: 

• Delivery of instructions in one format.
• Demonstrate learning in one specific way.
• High-pressure assessments (e.g., timed experiments, immediate results required).
• Lab group scheduling. Personality differences.
• Disability barrier to demonstrate skill/understanding.

UDL Strategies:

Provide learners with choices and options for:

• Multiple instructional and visual aid formats (e.g., videos, diagrams, live demos to illustrate procedures and concepts).
• Varied activities (e.g., individual, group options).
• Flexible assessment methods (e.g., written reports, presentations, or practical demonstration).
• Engagement in multiple ways (e.g., real-world application).
• Flexibility in lab participation (e.g., recorded or virtual labs, alternative assignments).
• Extra time for setup and experiments when possible.
• Provide a makeup lab attendance policy. (Sarvary, 2024).

Common Barriers: 

• Terrain difficulty.
• Temperature sensitivity.
• Amount of time.
• Sensory issues (e.g, sound/lighting).
• Allergies.
• Financial ability for travel or gear.

UDL Strategies:

• Provide transportation.
• Offer multiple environment options (e.g., flat, on campus)
• Provide alternative time options.
• Offer alternative assignments, optional tasks, or a video option.
• Divide up tasks in the group.
• Communicate limitations and a list of what to bring ahead of time.
• Offer virtual alternatives or research-based fieldwork.
• Provide financial support options or loaner gear.

Common Barriers: 

• Affording materials.
• Critique culture can be intimidating.
• One “correct” style expectation.
• Manual dexterity.

UDL Strategies:

• Offer alternatives for costly supplies.
• Use structured and varied critique formats with clear expectations (e.g., in person, discussion board).
• Feedback: Provide guide and rubric for how to offer feedback. Offer multiple ways for students to provide it. Practice often with low or no stakes opportunities. Reward supportive feedback and personal growth over final product outcomes.
• Encourage diverse artistic approaches rather than one dominant style.

Common Barriers: 

• Some students struggle with unstructured work.
• Lack of check-ins or milestones.
• Not know how to lead or guide their own process/progress.

UDL Strategies:

• Create structured milestones or check-ins for accountability.
• Offer scaffolded research training for students unfamiliar with independent work.
• Ensure equitable access to research support and resources.
• Communication is key. Work to make sure you and your students are on the same page regarding expectations and what success looks like.

Common Barriers: 

• Assuming all students have time and required technology to complete pre-work (e.g., work schedules, family responsibilities).
• May favor extroverts.
• Pre-class content may not be accessible (e.g., no captions, dense readings).
• Assessment relies on in-class application (e.g., some students need more processing time).

UDL Strategies:

• Provide alternative ways to engage with pre-class materials.
• Ensure all video content has captions and readings have accessible formatting.
• Offer flexibility in how students demonstrate understanding (not just verbal responses).

Common Barriers: 

• Social anxiety, neurodivergence and others can be very affected by verbal-only participation or group work.
• Cold-calling students (creates extreme anxiety for many).
• Fast-paced discussions.
• Cultural or academic norms for participation (more listening to show respect).

UDL Strategies:

• Outline what successful participation looks like – and does not look like – in your syllabus, or provide a rubric (Hadjimichael, 2024).
• Offer students multiple ways to participate (e.g., written reflections, small-groups, online posts).
• Provide choices for working individually or with people when possible.
• Structure discussion formats (e.g., think-pair-share, pre-submitted talking points).
• Allow “pass” options for students who may not be ready to contribute.
• Appoint collaborative note-takers for those who struggle with verbal participation but still engage deeply.

Common Barriers: 

• Strict attendance policies with no flexibility built in.
• Required documentation for absences (may create unnecessary barriers for students).
• Penalizing students for missing class due to work conflicts or transportation issues.
• Assuming all learning happens in real time.

UDL Strategies:

• Offer a set number of excused absences without requiring documentation.
• Provide make-up opportunities that are accessible and manageable (e.g., short reflections on missed content) Here is an example of an extension policy (Sarvary, 2024).
• Use an attendance flexibility policy (e.g., students can miss up to three classes without penalty. If more are needed, please reach out in advance.).
• Avoid grade penalties based solely on attendance. Instead focus on engagement with course material.

Common Barriers: 

• No flexibility in deadlines.
• Strict late penalties.
• One-size-fits-all extensions.
• Too densely packed deadlines.
• Deadlines are front loaded in first half of semester, meaning students are unable to improve grades in second half).
• Everything due at the end. This unstructured approach does not work for many.

UDL Strategies:

• Spread out deadlines with breathing room in between assignments.
• Provide enough due dates in second half of semester to give opportunities to improve grades.
• Implement a “grace period” for assignments with no penalty. Consider offering two separate due dates, with emergency token (Sarvary, Ruesch, 2024).
• Allow students a limited number of self-managed extensions, no questions asked.
• Offer alternative deadlines for students with accommodations or unforeseen circumstances.
• Use scaffolding (e.g., smaller check-ins or drafts) to prevent last-minute deadline stress.

Common Barriers: 

• Few high-stakes, single mode assessments (e.g., one big test or final paper) are basis for grade..
• Complicated grading system (hard for students to calculate and track).
• Unknown grades: Not posting grades means students are unsure of progress.
• Unbalanced weighted grades. Students may not do low-value assignments, or, alternatively, a too heavily valued assignment might tank a student's grade.

UDL Strategies:

• Offer multiple assessment types (e.g., projects, presentations, reflections, discussions, active learning participation).
• Provide several low-stakes opportunities, such as smaller deliverables or quizzes. A scaffolded approach could provide students with room to fail and develop.
• Provide rubrics ahead of time to communicate how to be successful and how student scores are determined.
• Consider a resubmission/revision for growth mindset, which values learning and improvement over performance.
• Post grades on Canvas early and frequently if possible.
• Provide a straightforward grading system, such as a weighted or point system that the student can calculate.

Common Barriers: 

• No expectations on devices: Screens often distract others.
• Banning laptops and devices (many rely on screen readers, note-taking or voice-to-text software).
• Assuming equal access to reliable internet, apps, and devices.
• High stakes use the first time students experience a new technology.

UDL Strategies:

• Adopt a tech-flexible policy that allows devices for learning needs.
• Provide a seat arrangement option: Students distracted by screens can sit in one part of the room. Those who don’t mind sit in another.
• Community agreements around technology. Draw from what the students prefer and develop policy together.
• Provide practice opportunities to get used to new technology.
• Ensure digital content is accessible.
  • Use web-based materials vs. downloadable material (e.g., PDF, PPT).
  • Caption videos.
  • Ensure materials are screen-reader friendly.
• Provide free or low-cost alternatives to required software when possible.

Common Barriers: 

• Assuming all students are comfortable with cold emailing or speaking up.
• Instructor not approachable, not available, or intimidating.
• Unclear response time expectations from instructors.
• Not knowing what office hours are for and how to best use them.
• Not knowing how to write professional emails.

UDL Strategies:

• Develop your instructor presence to be more approachable.
• Be open about yourself and your own needs. Openness helps students feel comfortable approaching you.
• Use multiple modes of communication (e.g., email, discussion boards, office hours) and check in often via different formats (e.g., in person, anonymous survey, discussion board).
• Develop a collaborative community agreement for interaction during class.
• Clearly state expected responses times for emails and how you prefer they are written. See this list of email dos and don'ts for students (Sarvary, 2024).
• For large classes, explain communication triage (e.g., talk to peer first, then discussion board, then TA, then instructor if absolutely needed).

Common Barriers: 

• Requiring expensive or proprietary textbooks.
• Assume equal access to course materials (delays in obtaining accessible versions).
• Reading is too dense.
• Unrealistic expectations: If too much reading is assigned, students may avoid the assignment.

UDL Strategies:

• Choose open educational resources when possible.
• Ensure materials are available in accessible formats, such as EPUB, screen-reader-friendly PDFs, audio version, or web based methods.
• Allow students to use older or digital editions when possible.
• Choose readings that are appropriate for their level.
• Assign an amount of reading that matches the credit load, a full academic schedule, and outside life circumstances that may arise.
• Collaborative reading tools, such as Perusall, can provide students with support and answers to questions.
• Suggest students preview the reading to better plan their time commitment.

Common Barriers: 

• Limited scheduling options.
• Not understanding the purpose of office hours.
• Only offering in-person office hours.
• Intimidated by the professor or concerned about taking up their time.

UDL Strategies:

• Develop your instructor presence to be more approachable. You may come off as intimidating and not know it.
• Describe what office hours are used for in your class and how it has benefitted students.
• Make your hours more available to student schedules (within reason). You can also offer office hours by appointment. Also, communicate your own needs for office hours.
• Offering multiple methods to interact with you/TA for support and help, (e.g., via email, discussion board, virtual zoom hours, in person).
  • Use Canvas appointment groups for virtual sign ups. Here’s how students can sign up for them.

Common Barriers: 

• Anxiety, speed.
• Distractions.
• One test format.
• Disability or impairment (e.g., learning, physical, mental health, chronic illness, etc.).
• Study skills (e.g., how to study, what to focus on).

UDL Strategies:

• Offer extended time for all, remove time barriers, or take home.
• Offer low stakes/frequent quizzes vs one high-stakes exam.
• Drop lowest grade.
• Clear test instructions in multiple formats (e.g., written, verbal, ahead of time, accessible font).
• Communicate study strategies for your course and what specific content to focus on.
• Offer a mix of question types (e.g., multiple choice, short answer, essay).
• Provide alternative assessment options (e.g., presentations, projects, report, real world deliverable).
• Ensure physical location or learning technology is accessible and easy to navigate.
• Offer alternate location to help with distractions.
• Manage exam accommodations in a timely fashion.

Common Barriers: 

• Life circumstances arise.
• Executive functioning challenges (e.g., organization, memory, planning).
• Language processing or dyslexia.
• Unclear expectations.
• Several due dates to keep track of.

UDL Strategies:

• Less densely packed assignments offer more breathing room.
• Multiple lower stakes assignments.
• Provide examples or models of successful work.
• Offer choices in format (e.g, written, visual, audio).
• Allow flexible due dates or grace periods.
• Post rubrics, grading criteria, and course calendar in advance and refer back to it regularly.
• Provide reminders and summaries in class and on Canvas Announcements.
• Drop the lowest score if there are several.
• Consider using a transparent framework to design assignments with clear expectations, stated purpose, and criteria for assessment.

Common Barriers: 

• Unequal participation or workload.
• Lack of clarity about expectations.
• Communication challenges (e.g., coordinating tasks, languages, cultural or neurodivergent differences, modalities).
• Social anxiety or discomfort with group work.
• Scheduling conflicts.
• Difficulty with accountability and trust.

UDL Strategies:

• Build in graded milestones or checkpoints to keep students on track. Start with smaller attainable tasks to gain confidence.
• Pair up students by availability.
• Give students choices and options for the topic/focus.
• Provide clear group roles (e.g., facilitator, timekeeper, notetaker, researcher), and a choice in students roles, use team contracts and regular progress check-ins.
• Provide feedback early on to make sure students are on the right track.
• Use individual and group grading components.
• Students complete peer/self assessments with structure rubrics and anonymous feedback.
• Include a rubric and show strong examples to give students an idea of the quality of work you are expecting. A rubric can also make it easier to grade and provide equity with a scoring rubric.
• Help students plan how to manage accountability failures and conflict.

Common Barriers: 

• Overwhelming amount of posts, comments or content.
• Social anxiety of peers seeing posts.
• Some people might need to express their learning in ways other than written.
• Dates for posting and responding to others are difficult for people’s schedules.

UDL Strategies:

• Break the class into smaller discussion groups of 15 people or less.
• Offer multiple modes of participation (e.g., written, audio, video).
• Allow flexibility in timing for posts and responses.
• Post clear prompts and expectations.
• Provide models of high-quality posts and replies.
• Use supportive language while demonstrating critical thinking.

Common Barriers: 

• Anxiety around working with the public.
• Location or physical environment.
• Financial or transportation.
• Taken out of comfort zone.
• Lack of orientation around managing cultural differences and intercultural competence.
• Cultural or communication style differences.

UDL Strategies:

• Connect assessments to real-world issues or student interests.
• Offer multiple product forms (e.g., reports, infographic, client memos, toolkits).
• Allow students to choose or co-create topics or deliverables.
• Scaffold deliverables with draft stages and feedback.
• Provide transportation, organize carpools, find funds to reduce cost.
• Start with simple ways for students to connect with community stakeholders. Bring them to class first.
• Support situational awareness.
• Introduce the concept of intercultural competence and other contextual expectations and protocols.

Common Barriers: 

• Anxiety and public speaking stress, performance anxiety.
• Cognitive and processing challenges (e.g., organizing thoughts, managing time, processing questions on the spot).
• Physical or sensory barriers (e.g., fatigue, pain, lights, sounds, crowds).
• Cultural and language related concerns.

UDL Strategies:

• Offer flexible formats (e.g., live, pre-recorded, asynchronously, through multimedia).
• Choice of individual or small group.
• Provide clear rubrics, timelines, and models of successful work.
• Normalize support and reduce pressure: Frame presentations as opportunities to share learning, not “perform.”
• Allow the use of notes, visuals, or co-presenters.
• Avoid grading on volume, eye contact, or other elements tied to cultural or neurodivergent expression.

Common Barriers: 

• Lack of preparation about how to give feedback.
• Fear of offending or being judged.
• Perceived lack of value or purpose.
• Inconsistent quality of feedback.
• Accessibility or language barriers.
• Cultural or communication style differences.

UDL Strategies:

• Provide feedback models with clear rubric or checklist and practice in low stakes opportunities.
• Allow anonymous submissions when possible.
• Create a class norm around respectful, constructive feedback.
• Describe the purpose and many benefits of peer review.
• Provide examples of helpful vs vague feedback.
• Offer feedback in multiple formats (e.g., written, audio, video).
• Provide text-to-speech or translation tools when needed.
• Normalize discussion of communication differences and preferences.

Common Barriers: 

• Time-limited exams disadvantage students who process information more slowly or experience fatigue, pain, or anxiety.
• Fast-paced classroom activities may exclude students with slower processing speed or executive functioning differences.
• Time pressure can impair concentration and increase mistakes.

UDL Strategy to Reduce the Need:

• Extend time for all students and assessments.
• Remove time limit.
• Provide an alternative form of assessment that does not use a timer (e.g. a take home test, project, deliverable, or artifact that applies content knowledge).
• Offer practice quizzes or low-stakes activities to build confidence and pacing skills.

Common Barriers: 

• Rigid due dates don’t account for health flare-ups and life circumstances that arise.
• Students may be unsure how to request extensions or fear penalties or being judged.
• Stress over deadlines for multiple courses can affect focus and well-being.
• Concern of having to discuss personal health info with instructor.

UDL Strategy to Reduce the Need:

• Provide two due date options with one emergency token (Sarvary, Ruesch, 2024).
• Rolling deadlines: Assignments can be submitted within a range of dates without penalty.
• Have work due by a particular unit, month, or at the end of semester (however, note that this risks a lack of structure).
• Break larger assignments into smaller, manageable tasks with deadlines to help students.
• Give students time to work on deliverables during class, to turn in.
• Spread out assignments over the semester to give students space, time and breathing room to complete.
• Drop the lowest score so students can miss one assignment without being penalized.

Common Barriers: 

• Distracting environments can disrupt focus for many students, particularly those with ADHD, anxiety, or sensory sensitivities.
• Test-taking in crowded, noisy spaces can increase stress and reduce performance.
• Students with disabilities may be more affected by time pressure without a quiet, controlled setting.
• Lack of private space can make it hard to manage assistive technology.

UDL Strategies:

• Minimize reliance on high-stakes, timed assessments when possible (unless simulating exams required for a profession, such as the BAR, MCAT, LSAT, CPA, etc.).
• Allow take-home or online exams that students can complete in a more comfortable space.
• Offer multiple testing formats (e.g. project, oral exam, open-book) to reduce testing pressure (as long as formats promote equity).

Common Barriers: 

• Required in-person attendance can be a barrier for students with chronic illness, anxiety, depression, mobility, or transportation challenges.
• Recovery from medical procedures or hospitalizations.
• Financial, work, or childcare constraints.

UDL Strategy to Reduce the Need or Reduce Risk of Students Falling Behind:

• Provide asynchronous access (e.g. recordings, discussion board).
• Use participation methods that work across modalities (e.g., Zoom, Canvas, Padlet).
• Normalize flexible attendance policies that include remote participation.
• Design group work that can happen online or in hybrid settings.

Common Barriers: 

• Students may struggle to write and listen at the same time.
• Health issues can make it hard to maintain focus or physical stamina.
• If materials aren’t shared, missing a class means missing core content.
• Poor audio or visual access during lectures can limit effective note taking.

UDL Strategy to Reduce the Need:

• Share lecture slides, outlines, or transcripts in advance.
• Record class sessions or provide captions.
• Encourage collaborative or peer note sharing.
• Use tools like collaborative docs to build shared class notes.

Common Barriers: 

• Students may need to leave due to pain, nausea, anxiety.
• Long class sessions can cause fatigue or overstimulation.
• Students can lose focus or interest in the topic if doing activities for too long. Attention spans or ADHD can take students' minds elsewhere.

UDL Strategy to Reduce the Need or Reduce Risk of Students Falling Behind:

• Build short breaks for everyone into longer sessions.
• Normalize the option to step away from class briefly and rejoin.
• Make materials available so students can catch up (e.g. slides, recordings).
• Provide quiet or flexible work time during class sessions.

Common Barriers: 

• Sounds made by other students, such as tapping, chatter, etc.
• Outdoor noise, such as construction.
• Hums and buzzing noises from projectors, speakers, HVACs, and other technologies.

UDL Strategies:

• Approachability and checking in often to recognize issues affecting students.
• Allow noise-cancelling headphones or earplugs.
• Turn off technologies in the room that are making sounds. Contact IT support to address these.
• Request a different room if needed, or move location temporarily. Offer to move seats away from sound.
• Offer certain activities outside of class, or different test taking environments.
• Record lectures so students can review course content in quieter settings.
• Give advance notice of loud sounds.
• Use live captions or note-taking assistance.
• Amplify your voice in large rooms.
• Offer various ways to contribute (e.g., chat, shared docs, polls, non-verbal signals).

Common Barriers: 

• Fluorescent or overly bright lights can cause headaches, eyestrain, migraines or sensory overload.
• Flickering lights.
• Too dim and sleepy.
• Switching from dark to bright too fast (e.g., after watching a video)

UDL Strategies:

• Use diffusers, lamps, or natural light when possible. Avoid flickering media.
• Allow students to wear sunglasses, hats or visors indoors when needed. You might discuss other options for test taking.
• Let students choose seats away from glare.
• Offer high-contrast materials and technologies when possible (e.g., dark text on light backgrounds, large fonts).
• Share digital copies of slides/materials before class.
• Allow students to step out briefly if needed.

Common Barriers: 

• Overheating or excessive warmth can cause fatigue, irritability, and loss of concentration.
• Cold environments can make it hard to focus or write, especially for students with circulation or joint issues.
• Medical conditions can be exacerbated by temperature extremes (e.g., Raynauds, multiple sclerosis, migraines, chronic fatigue).

UDL Strategies:

• Allow flexible dress codes (e.g., hats, light clothing, layered clothing, gloves or use of blankets/shawls).
• Encourage hydration and allow water bottles in class.
• Offer breaks so students can step out or cool down, especially during long sessions.
• Provide digital access to class materials in case heat becomes a barrier to attendance.
• Encourage movement breaks to warm up.
• Allow warming items, such as hot drinks or hand warmers.
• Offer flexible attendance or participation for flare-up days.

Common Barriers: 

• Limited mobility or physical access (e.g., wheelchairs, injuries, etc.)
• Increased distractions.
• Social anxiety, sensory barriers or overstimulation.
• Discomfort in group work or peer interactions.
• Little to no privacy or personal space.
• Crammed in the back or at edges and having trouble seeing or hearing clearly.

UDL Strategies:

• Use microphones or voice amplification.
• Share slides, notes, or visual materials in digital format before and after class.
• Give students options to work individually, in pairs, or asynchronously.
• Arrange seating with clear pathways for all.
• Offer flexible seating (e.g., edge of room, standing desks, floor cushions) or choose seating.
• Allow noise-canceling tools or use of earbuds.
• Offer recordings or transcripts when possible.
• Use visual organizers or guided notes.
• Allow for remote participation or alternative assignments when needed.
• Normalize stepping out or taking breaks.
• Offer non-verbal ways to participate (e.g., written responses, polls, apps).

Common Barriers: 

• Students using wheelchairs, mobility aids, or injuries may find it hard to move between desks or certain areas.
• Inaccessible seating or furniture (e.g., immovable desks, narrow rows, or heavy chairs).
• Chronic illness (e.g., can cause fatigue, frequent absences, pain or physical discomfort, impaired concentration, medication side effects).
• Sensory barriers (e.g., light, sound, space).
• Poor air quality.
• Inaccessible classroom equipment.

UDL Strategies:

• Ensure clear pathways and wide spacing for wheelchairs or mobility aids.
• Offer flexible seating (e.g., edge of room, standing desks, floor cushions), choice of seating.
• Share materials in multiple formats (e.g., slides, handouts, notes, etc.).
• Offer flexible deadlines or flexible attendance for flare-ups.
• Use verbal explanations of visual content and provide high-contrast print and digital formats.
• Provide alternative ways to engage with activities and equipment.
• Request an air purifier or hold class remotely if air quality is an issue.

Common Barriers: 

• Information overload or overly dense content.
• Font size is too small.
• Lack of access to materials before or after class.
• Visual impairments or learning differences can make slides hard to read or follow.

UDL Strategies:

• Use clear, high-contrast text and minimize clutter. Consider colors that are easy on the eye and legible for colorblind individuals.
• Post slides in advance and after class.
• Design slides with accessibility in mind (e.g. alt text for images, logical reading order).
• Highlight key points and organize content visually to support processing.

More strategies to create accessible slides.

Common Barriers: 

• Long or complex readings can be overwhelming.
• Limited time or energy to focus on dense texts.
• Lack of access to accessible formats (screen readers, multiple devices).
• Course resources may be too expensive.

UDL Strategies:

• Offer resources in multiple formats (e.g., audio, text, screen-reader compatible).
• Provide summaries or guided reading questions.
• Break up reading into smaller chunks with clear goals for each.
• Prioritize essential readings and clearly mark optional content.
• Offer Cornell CAMP, previous book editions, or library copies for students needing textbooks.
• Use articles instead of a textbook.
• Explain why the reading is important and meaningful (e.g., preview the content and provide context and information about the author(s).

More strategies to create accessible readings/documents.

Common Barriers: 

• Difficulty keeping up with notetaking while processing.
• Challenges organizing or understanding notes later.
• Limited access to notes if class is missed.
• How to take notes for a particular class.

UDL Strategies:

• Share instructor or peer notes regularly. Promote collaborative note-taking tools (e.g., Google Docs, OneNote, Evernote).
• Allow lecture recording or offer an outline to support in-class engagement.
• Offer graphic organizers or alternative note formats.

Explore a Cornell-specific notetaking method.

Note: Recordings support a wide range of diverse learners. If you’re concerned recordings may reduce attendance, it can be helpful to consider and communicate with your students what they gain by attending your class. For example, does class attendance offer active learning, skill-building, or critical thinking opportunities they can’t get from a recording?

Common Barriers: 

• Inability to attend class due to health reasons or multiple challenges that may arise in life.
• Difficulty concentrating during long lectures/recordings.
• No captions or transcripts, limiting accessibility.

UDL Strategies:

• Record all class sessions and post promptly.
• Include transcripts and captions.
• Highlight key sections.
• Allow adjustable playback speed and easy navigation.

More strategies to create accessible recordings/media.

Common Barriers: 

• Inconsistent organization can cause confusion.
• Important materials may be buried or labeled unclearly.
• Difficulty tracking deadlines or finding updates.

UDL Strategies:

• Use a predictable weekly structure and consistent layout.
• Label folders and content clearly (e.g. “Week 2 Readings”).
• Post weekly overviews and checklists.
• Minimize clicks to reach key materials and keep all resources in one place.

More strategies for accessibility in Canvas. Hear what Cornell students preferred for their learning in Canvas.

Common Barriers: 

• Not quiet enough.
• Students may need more time or flexible timing.
• Varying levels of background knowledge or readiness.
• Writing or processing challenges.
• Students may be easily distracted and learn better with others.

UDL Strategies:

• Allow flexible timing or asynchronous options.
• Break down tasks with clear instructions.
• Offer multiple formats (e.g., video, visual, audio, text).
• Offer an opportunity to work with partner if it works with the learning outcomes.

Common Barriers: 

• Group dynamics may disadvantage some students.
• Not knowing the directions for an activity.
• Peers choosing not to participate.
• Some find socializing distracts from learning, making it hard to switch from lecture to interaction.
• Language or cultural barriers.

UDL Strategies:

• Provide choices and options for students to participate with group or on their own (unless the teamwork skill is part of learning outcomes).
• Roles are assigned to practice a variety of skills.
• Change up groups regularly, e.g., some days can involve pair-work, and some larger groups.
• Use a structured group activity with clear roles so everyone contributes. Have members submit group names for attendance and participation.
• Pair multilingual students strategically to not get isolated in a group.

Common Barriers: 

• Intimidating to speak in class. Not everyone feels safe or included.
• Some students may process ideas more slowly, making it hard to keep up with the flow of conversation.
• Unable to prepare fully.

UDL Strategies:

• Start with individual/small groups to warm up and gain confidence and write down ideas, then work up to a whole class discussion.
• Provide instructions in more than one format (e.g., verbally and on a handout or a slide).
• Structure the discussion to make it easy to jump in. Strategies to encourage broad participation.
• Offer multiple ways to participate (e.g., verbal, chat, written reflections, or assign roles).
• Provide a rubric so students know how to be successful.
• Start with students providing a summary of the reading.

Common Barriers: 

• Real time tools can move too fast.
• Tech issues.
• Pressure to answer publicly can cause anxiety.
• Students can’t afford the clicker or app.

UDL Strategies:

• Keep polls open after class if possible. Note that this is not appropriate if using polling for attendance.
• Use anonymous formats to lower pressure.
• Provide alternatives (e.g., written submission or asynchronous polls).
• Summarize poll results to reinforce key takeaways. Discuss why answers are right and wrong.

Common Barriers: 

• Different paces for completing tasks.
• Difficulty with handwriting or organizing thoughts on paper.
• Inflexibility with formats may exclude some students.

UDL Strategies:

• Offer digital and editable versions.
• Include directions with clear goals.
• Use visual scaffolds (e.g., tables, diagrams, timelines).
• Allow completion outside of class for flexibility.

Common Barriers: 

• Unequal preparation or unclear expectations.
• Social discomfort giving or receiving feedback.
• Time constraints or inconsistent scheduling.

UDL Strategies:

• Use structured peer review forms or rubrics.
• Train students on the type of feedback you want them to give. Incentivize effective feedback and implementing others’ feedback. Normalize this process. Start with simple content.
• Allow multiple formats for feedback.
• Make deadlines flexible.