General UDL Strategies

The following list is by no means all-inclusive. Please share your favorite UDL strategies by emailing us at accessiblenu@northwestern.edu. In addition, at the end of fall, we will share UDL strategies developed by Northwestern faculty who participated in our UDL pilot this summer, made possible with a gift from the Alumnae of Northwestern University.

  • Make available a detailed course syllabus prior to registration. Essential requirements of the course should be clearly stated, and reading selections finalized early to allow time for any necessary conversion to alternate format.

  • Write down any important announcements or changes to the syllabus. Ideally, post these to Canvas or whatever written format you use to communicate with your students.

  • Share your course materials with your school's academic technology specialists in advance so that documents can be tagged for accessibility and will be available to all students at the same time. Build flexibility around assignment due dates into your syllabus.

  • Share your notes in advance of class to allow students the opportunity to review the material and have better comprehension coming into class, which also promotes more meaningful class discussion. Consider designating a volunteer to serve as the class note-taker--in other words, notes will be shared with the class--in every course. 

    • If uncomfortable sharing your notes in advance, share them afterward and let students know you are doing so to allow them to focus on the additional information presented.
  • Start each lecture with an outline of material to be covered. At the conclusion of class, briefly summarize key points.

  • Face then class speaking. Wear a microphone even if you think it isn't needed. Repeat questions or comments made by students before responding to them. Teach in a multi-modal format to reach all learning styles. Combine thoroughly explained visual elements and captioned auditory materials when presenting lecture material, and then create experiential learning through group work and hands-on application of the material.

    • If an interpreter is present, look at and speak to the student, not the interpreter. Speak normally, i.e., without over-articulating (which hampers lip-reading) or shouting.
  • Assess if students are understanding you by observing their facial expressions or through other indicators; if not, try rephrasing or demonstrating the information in a different way.

  • Provide study guides or review sheets for exams at the beginning of the quarter and  regular opportunities for questions and answers including review sessions.

  • Give take-home exams to allow students to take extra time if needed.

  • When in doubt about how to assist students, ask them. Query the class via anonymous survey or other means at midterm to request feedback and identify lingering misunderstandings. Use this information to inform how and what material you cover in the second half of your course.