15 Using UDL to “inventory” your course
As we have gone over some key aspects of a UDL approach in this module, you have been prompted to think about changes that you might make in your own teaching practice to increase accessibility for both disabled and nondisabled learners. At this point, you will have an opportunity to think about your own courses in a focused, practical, and more detailed way. You will probably find this activity most useful if you approach it with a specific course you teach in mind; you may even want to have a copy of the syllabus on hand to remind you of the course specifics, and on which you can make notes about anything you would like to adjust or change.
Melissa Landers-Potts, a Professor at the University of Georgia, has developed an excellent UDL Course Inventory designed for postsecondary educators to critically reflect on their courses and to decide what areas they would like to focus on enhancing.
The Inventory is divided into three sections, each corresponding to one of the three UDL principles: providing multiple means of engagement, of representation, and of action and expression. As you go through it, try to be as honest as possible with yourself about areas that you feel you are already doing well, ones where you see possibilities for enhancing your teaching, and ones that you simply do not feel you will be able to manage at this time (but may wish to revisit at a future time).
Direction: Select following link to explore additional information of the UDL course inventory. It’s a fillable document; you can save your response to your device from the left toolbar.
