The Case for Universal Design in College Classrooms: Making Higher Ed Accessible for All
Bridgette Hamstead
Higher education has long been structured around traditional teaching and learning methods that assume all students process, retain, and demonstrate knowledge in the same way. However, neurodivergent students, disabled students, and those from diverse learning backgrounds often struggle within rigid academic frameworks that prioritize lecture-based instruction, timed assessments, and standardized approaches to participation. Universal Design for Learning (UDL) offers an alternative approach—one that creates more inclusive and accessible learning environments by considering the full spectrum of student needs from the start, rather than retrofitting accommodations after barriers arise. Implementing universal design in college classrooms can make higher education more equitable, empowering all students to succeed while reducing the need for individual accommodations that often require unnecessary bureaucratic hurdles.
Understanding Universal Design for Learning
Universal Design for Learning (UDL) is a framework that seeks to provide flexible learning environments that accommodate different learning styles and abilities. Rather than designing classrooms and coursework based on neurotypical, able-bodied students and then providing accommodations for those who struggle, UDL proactively incorporates multiple means of engagement, representation, and assessment to ensure accessibility for everyone. This approach benefits not only disabled and neurodivergent students but also those with different cultural backgrounds, first-generation college students, and students facing economic barriers that affect their ability to access traditional coursework.
One of the foundational principles of UDL is providing multiple means of engagement to cater to diverse motivational and cognitive needs. Some students thrive in interactive discussions, while others absorb information more effectively through independent reading, visual media, or hands-on projects. By offering various ways for students to interact with course material—such as recorded lectures, podcasts, case studies, and experiential learning—colleges can reduce unnecessary barriers and increase engagement for students with different learning preferences.
Another essential aspect of UDL is multiple means of representation—the idea that information should be presented in different formats to support comprehension. Traditional lecture-based courses often rely heavily on spoken instruction and written materials, which can be challenging for students with auditory processing difficulties, dyslexia, ADHD, or those who are non-native English speakers. Providing transcripts for lectures, captions for videos, text-to-speech options, and alternative reading formats allows students to access information in the way that works best for them.
UDL also emphasizes multiple means of action and expression, meaning students should have options for demonstrating their understanding of material beyond traditional timed exams or in-class essays. Some students may struggle with test anxiety, executive dysfunction, or handwriting speed but excel at presenting information through projects, oral presentations, or multimedia assignments. By allowing different methods of assessment, instructors can more accurately measure students’ comprehension and skills without unnecessary barriers that favor only certain types of learners.
The Barriers of Traditional College Classrooms
The current structure of higher education often places neurodivergent and disabled students at a significant disadvantage. Many universities require students to go through extensive processes to obtain formal accommodations, often requiring medical documentation, assessments, and approvals from disability service offices. This process can be costly, time-consuming, and riddled with systemic biases, particularly for students who were not diagnosed in childhood or who face financial and healthcare barriers. Additionally, accommodations granted are often reactive rather than proactive, forcing students to continuously advocate for their needs rather than learning in an environment that is already designed with accessibility in mind.
Rigid teaching methods, such as mandatory class participation, unstructured group work, and inflexible deadlines, disproportionately harm students with sensory sensitivities, social anxiety, executive dysfunction, and chronic health conditions. Traditional lecture halls with bright fluorescent lights, loud echoing acoustics, and crowded seating arrangements can be overwhelming for autistic and ADHD students, making it difficult for them to focus and engage. Furthermore, the reliance on single-format assessments—such as closed-book exams or written essays—fails to recognize the diverse ways in which students learn and demonstrate mastery of course content.
How Universal Design Benefits Everyone
A common misconception about Universal Design is that it only benefits disabled or neurodivergent students. In reality, an accessible classroom is a better classroom for all students. Just as curb cuts, originally designed for wheelchair users, now benefit parents with strollers, travelers with rolling suitcases, and delivery workers, universal design in education enhances learning for everyone.
For example, captioned lectures benefit not only students with hearing impairments but also those in noisy environments or students who process information better through reading. Flexible deadlines help students with chronic illnesses but also support students balancing jobs and caregiving responsibilities. Offering different assessment methods allows neurodivergent students to showcase their knowledge but also benefits students with test anxiety, international students, and those with varying academic strengths.
When instructors incorporate UDL principles into their courses, they reduce the stigma associated with individual accommodations. Instead of disabled students having to self-advocate for flexibility or disclose personal medical information, an accessible environment ensures that all students can access the same materials and demonstrate their abilities in ways that work best for them. This shift fosters a culture of inclusivity, where neurodivergent and disabled students are not treated as exceptions but as valued members of the learning community.
Implementing Universal Design in College Classrooms
Transitioning to a universally designed classroom does not require a complete overhaul of the education system overnight. Small, intentional changes can have a significant impact on accessibility. Some practical steps instructors and institutions can take include:
Offering lecture recordings and transcripts so students can review material at their own pace.
Providing alternative assignment options, such as oral presentations, projects, or take-home assessments, rather than relying solely on timed exams.
Creating flexible participation policies that acknowledge different communication styles and energy levels.
Designing course materials with accessibility in mind, such as using clear fonts, high-contrast slides, and multiple ways to engage with the content.
Allowing for deadline extensions or flexible coursework submission policies to accommodate students with fluctuating health conditions or executive dysfunction.
Encouraging professors to undergo training on neurodiversity and accessibility to better support diverse learning needs.
These changes require institutional support, but they also begin with individual educators willing to rethink their teaching methods. Universities that prioritize universal design will attract and retain a more diverse student body, foster higher engagement, and improve academic outcomes for all students.
Universal Design for Learning is not just about accommodations—it is about reimagining higher education as a space that is inclusive from the start. By proactively designing courses and classrooms to support diverse learning needs, colleges can remove unnecessary barriers that exclude neurodivergent and disabled students from fully participating in their education. Higher education should be accessible to all students, not just those who fit into rigid, outdated academic structures. Implementing universal design is not just the right thing to do—it is the key to creating a learning environment where all students can thrive.