This link identifies common barriers and UDL strategies to eliminate them.

Universal Design for Learning (UDL) – Discover Ways to Remove Barriers

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Communication is Vital

  • To identify learning needs early on, let students know in writing and in class that you’re committed to supporting them, and invite them to share any needs or barriers through a survey, office hours, or a quick check-in.
  • Some students may feel intimidated and reluctant to bring their concerns to light. We encourage you to set an approachable tone in the classroom by making it clear you welcome these conversations without judgment and do not expect students to disclose personal information.
  • You might also share your own teaching needs, such as timing for questions, assignment formatting, or ways students can make themselves more visible and audible in class.

Key Takeaways

  • Many barriers in higher education are not physical but are built into course policies and design (Carillo-Sierra et al., 2025).
  • Rigid attendance, participation, and assessment policies disproportionately impact students with disabilities, health struggles, emergencies, or financial constraints (Edwards, Poed, Al-Nawab, & Penna, 2022).
  • Course materials and teaching strategies often assume one ideal learner, excluding those who learn differently (Reyes, Meneses, & Melian, 2022).
  • More flexible, inclusive approaches can significantly improve accessibility and student success (Reyes et al., 2022).
  • Preparing students for the real world means supporting them through challenges with appropriate accommodations, not simulating hardship. Resilience grows through supported rigor, not unnecessary barriers (Fullerton, Zhang, & Kleitman, 2021).