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August 2025

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The Power of One: Using the Plus-One UDL Approach

By Marc Thompson (CITL)

If you have ever felt overwhelmed by the thought of using the Universal Design for Learning (UDL) framework to redesign your entire course, you’re not alone. Many instructors share that feeling, and this is exactly why the “Plus-One” approach, popularized by author and educator Thomas Tobin, is so effective. 1

The Plus-One approach is simple: instead of trying to implement every UDL guideline at once, make just one small, intentional addition to your course. Then, observe how it works, reflect on its impact, and decide whether to keep it, adjust it, or set it aside before adding the next “plus one.” This iterative process makes UDL less of a daunting course overhaul and more of a manageable, ongoing practice that steadily and reflectively builds a more inclusive course design.

Where to Start?

While the syllabus is a great place to begin, there are many other high-impact, low-effort places to apply the Plus-One approach (for more on the syllabus, see our three-part series on UDL-ifying Your Syllabus) 2, 3, 4. The key is to look for a single, manageable barrier in your course and add one option to address it. Need some inspiration? Here are a few examples to get you started.

Some Plus-One Examples
  • Writing-intensive courses: Alongside traditional essays, give students the option to submit a podcast episode or blog-style reflection. This allows them to practice the same critical thinking and argumentation skills in different formats.
  • STEM labs: For complex procedures, create a short checklist or flowchart that summarizes key steps in addition to the full lab manual. This supports students who benefit from visual or simplified guides.
  • Public Health or Social Sciences courses: When introducing a new data set, offer a pre-made visualization or summary in addition to the raw data table. This helps students with different data literacy levels grasp the key trends and patterns before diving into their own analysis.
  • Foreign language courses: If you primarily assess speaking skills through in-class presentations, add the option for students to submit an audio or video recording. by offering additional means of action and expression, this can reduce anxiety for some learners and provide more time for thoughtful articulation.
  • Business or Communication courses: When assigning a persuasive paper, offer students the additional choices to create a multimedia presentation or a detailed infographic instead. This addition promotes learning by providing multiple means of action and expression for students to work with a format that aligns with their strengths and interests.
  • Computer Science or Engineering courses: If you notice some students struggle with live coding demos, provide the completed code file as a download after class. This allows them to focus on your explanation during the demonstration rather than trying to type and keep up, offering another means of representation.
  • History or Literature courses: Add a podcast, documentary clip, or interactive timeline alongside a text-heavy reading. A single alternative can improve learning by providing multiple means of representation.
  • Graduate seminars: Offer students the option to submit discussion questions in advance through a shared document. This encourages deeper preparation and ensures quieter students’ perspectives are included.
  • Online or hybrid courses: Add a short “week overview” video highlighting objectives and key tasks, in addition to the text-based course module. This supports students who benefit from hearing the content and seeing it emphasized.
  • For any course with a discussion component: If you notice some students are hesitant to speak up in class, add one option for them to participate. This could be setting up a backchannel chat on a collaborative document or an online forum where they can post questions or comments during or after the lecture. This encourages multiple means of engagement and provides a voice for quieter learners.

The Process: Implement, Reflect, Evolve

Implementing your “plus one” is just the start. The real value comes from reflection and continuous improvement. Did students use the new option you added? Did it improve understanding or engagement? Informal feedback through a quick poll, short survey, or simply observing student interactions, can help you gauge effectiveness.

For example, if you added a video option for a lab report, review what students submitted. Did the videos show strong understanding? If so, consider keeping or expanding the option. If not, ask students for feedback: Was the format unclear? Did the assignment need more structure? Adjust, refine, or replace as needed. Ultimately, the Plus-One approach is not about perfection; it's about progress. By taking small, deliberate steps and continuously reflecting on their impact, you can steadily build a course that is more inclusive, engaging, and effective for all.

References

  1. Tobin, T. J., & Behling, K. T. (2018). Reach everyone, teach everyone: Universal design for learning in higher education. West Virginia University Press.
  2. CITL. (2024, April). UDL-ify Your Syllabus: Engagement. University of Illinois.
  3. CITL. (2023, May). UDL-ify Your Syllabus: Representation. University of Illinois.
  4. CITL. (2024, June). UDL-ify Your Syllabus: Action and Expression. University of Illinois.

Image Credit: Google Plus One Icon, via Very Icon. Retrieved 8-22-2025.

Contact Information

If you’re looking to enhance the accessibility and inclusivity of your course design, CITL's Universal Design for Learning (UDL) Team is here to help! You can reach us at CITL-UDLTeam@illinois.edu.