Applying the Principles of Universal Design for Learning (UDL) in the College Classroom
Open accessAbstract
Universities are charged with educating students from diverse backgrounds, including ELL students, nontraditional students, military students, first generation college students, and students with disabilities. In order to meet the wide variety of learning needs and abilities in the college classroom, teachers must find innovative methods for reaching this diverse population of students. One potential solution is Universal Design for Learning (UDL). Through instructional and assessment strategies that address the “why”, how”, and “what” of learning, the UDL approach ensures that all students can learn. The research regarding the concept of using UDL in the college classroom is minimal, but shows promise in meeting the needs of all students and the federal laws focusing on UDL. This article provides faculty with background information on UDL as well as ways to incorporate these strategies into their current courses.
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Within UDL, information is represented in multiple modalities; students are enabled to express their knowledge in alternative ways; and student engagement is scaffolded.
“Within this framework, information is represented in multiple modalities (e.g., verbal explanations, visual diagrams, written text); students are enabled to express their knowledge in alternative ways (e.g., opt to prepare a written report or an oral presentation); and student engagement is scaffolded (e.g., supporting self-regulation and persistence by giving students autonomy, varying challenge”
From Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis (2023) · cites this paper as Boothe et al., 2018
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Love, J. D. K. (2020) · Socioeconomics, Diversity, and the Politics of Online Education · doi:10.4018/978-1-7998-3583-7.ch014 · Cited by 1 · see citing works
Boothe, K. A., & Lohmann, M. J. (2020) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-7998-2132-8.ch017 · Cited by 1 · see citing works
Self-citationSampson, S. A., Sampson, A. C., & Moody, C. (2026) · Urban education (Beverly Hills, Calif.) · doi:10.1177/00420859261497352
Pavel, M. E. U. I. (2026) · Journal of Public Affairs Education · doi:10.1177/15236803261481212
Manase, J. J., Muzata, K., & Simalalo, M. (2026) · African Quarterly Social Science Review · doi:10.51867/aqssr.3.3.41
Siena, F., Matić, J., & Malcolm, R. (2026) · Journal of Perspectives in Applied Academic Practice · doi:10.56433/5g32ms11
“Through this lens, we join the ongoing conversation about making design and engineering education more diverse and inclusive (Rao & Meo, 2016; Boothe et al., 2018, Wilson et al., 2019; Watkins et al., 2020; Seeschaaf-Veres & Giuliano, 2021; Rossi & Brichetto, 2024; Heller et al., 2026), whilst also…”
Camedda, D., Aston, D., & Shevlin, M. (2026) · International Journal of Disability, Development and Education · doi:10.1080/1034912x.2026.2667961
“Within this framework, the UDL dimension plays a central role, drawing on the Universal Design movement to promote equitable and accessible learning opportunities for all students (Boothe et al., 2018; CAST, 2018).”
Mathé, S., & Thamae, M. (2026) · International Journal of Studies in Systematic Reviews · doi:10.66434/ijssr.v1i1.459
Designing and Evaluating Educational Scenarios as a Tool for Strengthening Teachers' Skills
Kanaros, D. (2026) · E-Learning Innovations Journal · doi:10.57125/elij.2026.03.25.02
“Through the sharing, feedback, and redesign of scenarios, communities of practice are strengthened, and the dissemination of effective pedagogical and learning practices is promoted (Baharuddin et al., 2024; Boothe et al., 2018).”
Aston, D., Easler, R., Choileáin, M. N., Delaney, P. E., Barden, O., Lavan, R., Mcguckin, C., & Shevlin, M. (2026) · Adults learning · doi:10.1177/10451595261435920
Qiu, T.-R., & Li, T. (2026) · The New Educator · doi:10.1080/1547688x.2026.2632632
“Since UDL is a framework that centers on eliminating educational barriers for students with diverse needs (Boothe et al., 2018; Waitoller & Thorius, 2016), and because dis/abilities are situational, contextual, and at times temporal, UDL allows teachers to design instruction to increase all…”
What Can K–12 Education Teach College Professors?
Marchetti, M. P. (2026) · Bulletin of the Ecological Society of America · doi:10.1002/bes2.70062
Implementing UDL for Equitable IEP Meetings With Immigrant, Bilingual Families
Oh, J. R., Cheatham, G. A., & Smith, S. J. (2025) · Early Childhood Education Journal · doi:10.1007/s10643-025-02062-y
Fostering Psychological Safety for Learning in Neurodiverse Software Teams
Butler, D. (2025) · International Computing Education Research Workshop · doi:10.1145/3702653.3744295
Preparing Autistic Students for the AI Workforce
Jang, J., Butler, D., McDaniel, R., San, A., Boyer, D. M., Asadi, S., Kubina, R. M., Mishra, T., & Begel, A. (2025) · ACM Joint European Software Engineering Conference and Symposium on the Foundations of Software Engineering (ESEC/FSE) · doi:10.1145/3696630.3727233
“Universal Design for Learning (UDL) encompasses principles that recognize that traditional curriculum may not serve the learning preferences and needs of less traditional learners (e.g., autistic students) [11, 22].”
Using Choice-Based Assessments in an Asynchronous Online Teacher Preparation Course
Lohmann, M. J., & Boothe, K. (2025) · Educational Considerations · doi:10.4148/0146-9282.2388
“UDL helps ensure that learning environments are inclusive for all college students by removing barriers to learning (Boothe et al., 2018; Chardin & Novak, 2020; Cook & Rao, 2018).”
Self-citationManalo, J. B., & Chua, E. N. (2024) · International Journal of Research Publications · doi:10.47119/ijrp1001511620246826
“This could be due to the practice's emphasis on action, expression, and engagement, which guarantees that no student is left behind and that they all succeed (Boothe et al., 2018; Rogers-Shaw et al., 2017; U.S. Department of Education, 2015).”
McAndrew, T., Frounfelker, R. L., & Servitje, L. (2024) · PRIMUS · doi:10.1080/10511970.2024.2315143
“…data collection, analysis, and modeling of outbreaks into a semester-long cumulative educational experience (which runs in parallel with a traditional course on the mathematics/statistics of infectious disease outbreaks) that draws on the principles of Universal Design Learning [8,61,62].”
BackgroundLohmann, M. J., & Boothe, K. (2024) · Journal of the American Academy of Special Education Professionals (JAASEP) · doi:10.64546/jaasep.539
Self-citationTeaching Fractions in the Intermediate Phase: A Neuroscience Approach
Moleko, M., & Sepeng, P. (2023) · E-Journal of Humanities, Arts and Social Sciences · doi:10.38159/ehass.202341212
Diseño Universal de Aprendizaje y atención a la diversidad en estudiantes de educación básica
Pincay-Reyes, J., & Cedeño-Tuárez, L. (2023) · Revista Innova Educación · doi:10.35622/j.rie.2023.02.009
Applying universal design principles to improve the websites of a selected university
Kaminski, T., Kapica, P., & Dzieńkowski, M. (2022) · Journal of Computer Sciences Institute · doi:10.35784/jcsi.3059
Improving Diversity and Equality in STEM Education
Amato, L. M. (2022) · Handbook of Research on Active Learning and Student Engagement in Higher Education · doi:10.4018/978-1-7998-9564-0.ch016
UDL Mindset and Implementation Into Online Graduate-Level Training and Development Curricula
Ehrlich, S., & Bartlett, M. E. (2021) · doi:10.4018/978-1-7998-7106-4.ch009
Schneider, J. (2021) · doi:10.4018/978-1-7998-7106-4.ch015
Anger and Thirst for Change Among Students With Disabilities in Higher Education
Fovet, F. (2021) · Handbook of Research on Leading Higher Education Transformation With Social Justice, Equity, and Inclusion · doi:10.4018/978-1-7998-7152-1.ch018
Comunicação acessível: um caminho…
Freire, C. (2021) · Diálogos interdisciplinares · doi:10.31560/pimentacultural/2021.121.85-99
Designing and Teaching for Student Engagement in Online Courses Through UDL
Owiny, R., & Hartmann, E. (2020) · doi:10.4018/978-1-7998-2132-8.ch018
- Authors
- Boothe, K. A., Lohmann, M. J., Donnell, K. A., & Dean Hall, D.
- Affiliations
- Colorado Christian University (US)
- Colorado Christian University
- Venue
- The Journal of Special Education Apprenticeship
- Published
- 2018-12-01
- Volume
- 7
- Issue
- 3
- ISSN
- 2167-3454 (ISSN-L)
- OpenAlex
- W2909375315
- Cited by
- 109
- References
- 0
- Citations by year
- 2026: 15 · 2025: 15 · 2024: 17 · 2023: 16 · 2022: 19 · 2021: 14 · 2020: 11 · 2019: 2
- FWCI
- 13.42
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- other-oa
- Locations
- The Journal of Special Education Apprenticeship (publishedVersion, other-oa)
- CSUSB ScholarWorks (California State University, San Bernardino) (submittedVersion, other-oa)
- Topics
- Social Sciences › Safety Research › Disability Education and Employment
- Social Sciences › Education › Inclusive Education and Diversity
- Social Sciences › Education › Innovative Teaching Methods
- Keywords
- Universal Design for Learning, student diversity, English language learners, non-traditional students, military cadets, first-generation college students, students with disabilities, teaching methods, assessment methods, faculty practices, federal education legislation
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