UDL vs. Accessibility: What's the Difference and How Do They Work Together?
By Marc Thompson (CITL)
In the context of teaching and learning, "accessibility" and "Universal Design for Learning (UDL)" have become key concepts for creating effective and inclusive learning environments. While often used in the same conversation, these two frameworks have distinct goals and applications. Understanding their unique roles and how they intersect is essential for educators, instructional designers, and eLearning professionals.
What is Accessibility?
Accessibility is a targeted approach focused on removing specific barriers for individuals with disabilities. It's often driven by compliance with legal standards, like the recent Title II Update to the Americans with Disabilities Act (ADA), which mandate equal access to information and resources. In higher education, this translates to concrete actions such as ensuring PDFs are properly tagged for screen readers used by students with visual impairments or providing accurate captioning for video content. In the teaching and learning space, accessibility is about ensuring that digital programs, services, and activities meet specific guidelines so that all users can perceive, operate, and understand the content.
What is Universal Design for Learning (UDL)?
UDL, on the other hand, is a proactive framework for designing flexible and inclusive learning environments from the outset. It is built on the premise that learners are diverse and a "one-size-fits-all" approach will always create barriers. UDL's three core principles (Multiple Means of Representation, Multiple Means of Action & Expression, and Multiple Means of Engagement) guide the creation of flexible learning paths. For instance, a UDL-informed course might offer a digitally accessible textbook, a podcast with accurate captions, and an infographic with appropriate alternative text description. This design choice benefits all learners by allowing them to choose the format that best suits their learning needs, while also providing an accessible option for those who require it.
UDL's scope often extends beyond accessibility. For example, offering students a choice between a written essay and an oral presentation to demonstrate their knowledge is a UDL strategy (Multiple Means of Action & Expression) that accommodates different learning strengths and preferences, without being a specific accessibility requirement. Similarly, allowing students to choose their own research topic within a broader course theme is a UDL strategy (Multiple Means of Engagement) that helps motivate learners by connecting the material to their personal interests, but it is not a measure required for accessibility.
Where do Accessibility and UDL Intersect?
The overlap between these frameworks is significant, particularly in the UDL principle of Multiple Means of Representation. Many accessibility measures directly support this principle. For example, providing a text transcript for a video is an accessibility requirement for deaf and hard-of-hearing students. However, this same transcript also serves as an additional mode of representation for any student who prefers to read the content, or who needs to quickly search for specific information within the lecture. Similarly, creating properly structured headings in a digital document benefits students using screen readers (accessibility) and also helps all students better navigate and understand the document's organization (UDL). This convergence of purpose is what makes them more like "compatible partners" and not a "conflicted marriage" (Educause Review).
Creating Synergy between Accessibility and UDL
While they are distinct, neither framework is superior to the other. Accessibility sets the foundational requirements for an inclusive learning environment, while UDL builds on this foundation to create a more dynamic, flexible, and engaging experience for a broader range of learners. The most effective educational design strategy integrates both, as this approach "removes barriers and creates true opportunities for choice" (Johns Hopkins CTL).
Ultimately, "digital accessibility is an essential part of UDL" (Bureau of Internet Accessibility). By first ensuring that all course materials are accessible, and then applying UDL principles to offer flexible learning options, we can create truly inclusive courses where every student has the opportunity to succeed.
References
- Ableser, J., & Moore, C. (2018, September 10). Universal Design for Learning and Digital Accessibility: Compatible Partners or a Conflicted Marriage? EDUCAUSE Review. https://er.educause.edu/articles/2018/9/universal-design-for-learning-and-digital-accessibility-compatible-partners-or-a-conflicted-marriage. Retrieved September 17, 2025.
- Greene, C. (2022, June 3). Digital accessibility’s intersection with Universal Design for Learning. Center for Teaching and Learning Blog, Johns Hopkins Bloomberg School of Public Health. https://ctl.jhsph.edu/blog/posts/accessibility-intersection-with-UDL/. Retrieved September 17, 2025.
- Bureau of Internet Accessibility. (2022, November 29). Understanding the overlap between UDL and digital accessibility. BOIA Blog. https://www.boia.org/blog/understanding-the-overlap-between-udl-and-digital-accessibility. Retrieved September 17, 2025.