Despite Universal Design for Learning (UDL, Rose & Meyer, 2002) being internationally recognized as a framework that addresses students’ inherent learner variability and reduces their barriers to learning (Basham et al., 2018), little work has addressed the inherent variability of diverse teachers. In particular, all teachers will at some point face barriers to executive functioning; notably, this is of relevance as teachers adapt to distanced learning. This UDL talk launches discussion around the important question, “How can UDL best support diverse teachers in designing instructional experiences inclusive of both teacher and student variability?”

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To date, UDL implementation in the post-secondary sector has been mostly led by disability service providers. This resource examines: (a) How effective collaboration with social justice partners creates more exposure for UDL implementation and offers more chances for successful implementation on post-secondary campuses; (b) the trajectory of a post-secondary Canadian disability service provider as it completes its 4th year of proactive UDL implementation; and (c) the importance of dynamic and organic relationships and alliances with social justice partners on campus, as part of a disability service provider’s efforts to broaden UDL adoption across campus faculties. It analyses data collected over a three year period to identify key factors that have led to greater UDL awareness and faster adoption of the model beyond its relevance to students with disabilities. The discussion section endeavors to examine how to build these successful partnerships, and how best to frame the UDL model in order to appeal to units such as Teaching and Learning Services, Indigenous groups, international student advocates, and feminist and LGBT lobby groups.

This resource examines: (a) How effective collaboration with social justice partners creates more exposure for UDL implementation and offers more chances for successful implementation on post-secondary campuses; (b) the trajectory of a post-secondary Canadian disability service provider as it completes its 4th year of proactive UDL implementation; and (c) the importance of dynamic and organic relationships and alliances with social justice partners on campus, as part of a disability service provider’s efforts to broaden UDL adoption across campus faculties.

An overview of the principles and guidelines of UDL framed in the context of diverse employee populations, suggests a role for UDL in the private sector.  The author argues that the competitive advantage goes to companies that honor and support all employees in a spirit of diversity.  Implications for corporate training are emphasized.