Common Myths and Misconceptions about UDL
Universal Design for Learning (UDL) continues to gain traction as a powerful framework for designing inclusive and effective learning experiences. However, despite its growing adoption, several myths and misconceptions persist, often leading to misunderstandings about the purpose and implementation of UDL. This month let’s take a few minutes to debunk a few of the most common misconceptions and clarify what UDL truly is and isn’t.
Myth #1: UDL is Just for Students with Disabilities
One of the most prevalent myths about UDL is that it’s solely about accommodating students with disabilities. While accessibility is a key component, UDL is broader in its scope because it is designed to benefit all learners by providing multiple ways to engage, represent information, and express understanding. For example, offering video captions doesn’t just support students who are Deaf or Hard of Hearing—it also benefits English language learners and students who prefer to read along while listening. As discussed in our September 2024 Tip of the Month Article, Embracing Learner Variability, UDL fosters inclusive learning environments that are flexible and adaptable and that recognize the variability of all learners, not just those with disabilities. That said, it is important to remember that while UDL strategies often reduce barriers to learning, they do not replace the need for specific accommodations, assistive technologies, and related supports that remain essential for ensuring students receive equal opportunities that meet their individual learning needs.
Myth #2: UDL Means Lowering Academic Standards
Some also worry that implementing UDL will dilute academic rigor or oversimplify coursework. In truth, UDL is about removing unnecessary barriers, not reducing expectations. For instance, allowing students to demonstrate their understanding through different formats—such as a written paper, recorded presentation, or infographic—doesn’t necessarily change the learning outcomes; it simply gives students greater flexibility in how they achieve them. UDL does this by providing multiple means for students to access challenging content and demonstrate mastery in ways that align with their strengths. For more information, see our February 2024 UDL Tip of the Month article, 3 Strategies for Removing Barriers.
Myth #3: UDL Requires Completely Redesigning Your Course
Another common misconception is that adopting UDL means overhauling your entire course from scratch. While proactive course design is ideal, UDL can be implemented gradually through small, intentional changes. In Reach Everyone, Teach Everyone, Thomas Tobin refers to this iterative process as the +1 Method. For example, starting by adding alternative text to images, or by providing a choice between discussion formats (written or recorded), or by using structured headings in documents—these are all incremental changes that can be made over time. Taking time to evaluate the impact of the changes you make is equally important and allows for ongoing fine-tuning. In keeping with the University of Illinois Campus-wide Definition of Teaching Excellence, this iterative process underscores the importance of course design that is “reflective and evolving.” Overall, incremental, accretive adjustments can have a significant impact on student engagement and comprehension without requiring a wholesale course redesign.
Myth #4: UDL is Only About Technology
While technology can certainly support UDL implementation, it is not a requirement. UDL is about flexible, inclusive instructional approaches that can be applied in any learning environment. For example, a history professor might use storytelling, group discussions, and primary source documents to engage students in different ways, ensuring multiple entry points into the content and relevant learning outcomes. Whether high-tech or low-tech, UDL is about providing meaningful choices and relevant scaffolding to support diverse learners. For more on the importance and implementation of scaffolding, see our December 2024 UDL Tip of the Month article, Building Bridges: UDL and Instructional Scaffolding.
Ultimately, dispelling some of the common myths and misconceptions about UDL should be helpful in better understanding how UDL can enhance learning for all students. UDL isn’t about special treatment or extra work—it’s about thoughtful, intentional course design that reduces barriers, increases engagement, and helps foster “expert learners.” For more on UDL and expert learners, see our March 2024 UDL Tip of the Month article on Fostering Expert Learners. In the end, and over time, those small +1 changes add up and can lead to big improvements in student success by making learning more equitable, engaging, and effective.