First steps towards inclusion 

This badge is awarded to teaching staff who are beginning to integrate inclusive UDL practices into their teaching. 

To be awarded the UDL badge - Application, teaching staff must demonstrate the integration of at least 80% of the following practices into their course:  

Share expectations, objectives, and group norms verbally and in writing for the duration of the course, from the first lesson and throughout the semester.

Provide students with an accessible digital version of the course outline (e.g., legible fonts with good contrast to the background, a clear structure, identified title levels, alt text for added tables).

Inform students of resources to support them (e.g., tutoring-learning support and academic accommodations).

Design the Brightspace course space for intuitive and consistent navigation. Apply design principles for learning and validate your design with the checklist.

Ensure that digital materials, videos and podcasts are accessible and compatible with screen readers, captioning or transcription to minimize the risk of exclusion of certain groups of learners (e.g., with learning disabilities, sensory deficits, mental health issues, other contextual or cultural realities and/or for whom English or French is the second or third language).

For example: 

Use sans-serif typography and avoid visual overload.

Identify the level of headings and subheadings consistently.

Write clear and well-structured texts and instructions.

Add alt text to images and tables.

Make course materials available in at least two different formats.

For example: If you are sharing a video in Brightspace, enable captioning of the video or offer a transcript of the information in MS Word format, if close-captioning is not available. 

Use a variety of multimedia materials (e.g., videos, podcasts, infographics, or graphics).

Display captions in the course language for videos presented during class.

Consistently use a microphone in the classroom (in-person or virtually) and check the sound (verbal) and lighting (non-verbal) quality.

Ongoing use in practice

This badge is awarded to faculty who apply inclusive practices in the planning and delivery of their courses on an ongoing basis. 

To be awarded the UDL badge - Consolidation, teaching staff must demonstrate the integration of Level 1 practices and at least 80% of the following practices in their course:  

Obtain information by survey on the student context and learning needs.

Vary the way you present content and examples.

Present multiple perspectives and vary the source of reference works:

e.g., diverse authors; diverse cultural backgrounds; and diverse theoretical perspectives.

Provide a companion guide for preparatory or follow-up activities to the course, such as reading articles or watching videos or listening to podcasts. 

This guide includes the activity goal, what the information will be used for, and a list of reflection, problem-solving, or information-gathering questions to guide the activity, as well as preparation before class or follow-up activity after class.

Encourage collective notetaking (via shared folder, artificial intelligence, or authorized recording) and cultivate a supportive learning community. 

Vary learning activities: 

Foster classroom participation through discussions and open-ended questions.

Promote collaborative activities that enable the co-construction of knowledge, mutual assistance among students, and the sharing of experiences and previous knowledge (give learners a voice).

Integrate authentic (inspired by real life) and experiential activities such as case studies, simulations, labs, visiting places and people in the community, contributing to a website, etc.)

Vary evaluation methods: 

Provide choices of topics for assignments.

Allow students to select the format of their assignments (e.g., written document, audio or video clip, concept map, poster, infographic, etc.); and provide an integrated and transparent evaluation rubric.

Adapt the instructions and clarify the evaluation criteria according to the formats.

Integrate self-reflection questions into assignments.

Schedule active review sessions (e.g., quizzes, discussions, resolution exercises, etc.).

Allow flexible delivery dates and/or allocate a few one-day late token / passes for delays. 

On a regular basis, provide constructive feedback in different formats (e.g., formal and informal, group and individual), including during learning activities.

Systemic inclusive approach 

The highest level of recognition. This badge is awarded to teaching staff who systemically integrate the principles of UDL into their courses. 

To be awarded the UDL Badge - Expertise, teaching staff must demonstrate the integration of Level 1 and Level 2 practices, and at least 80% of the following practices into their course: 

Cultivate an inclusive learning environment that values identity, cultural and cognitive diversity.

Ask learners to meet with you (in person or virtually; in small groups or alone) on a mandatory basis, at least once during the semester. 

This allows to create the educational bound (trust, sense of belonging), share experiences and provide support to learning. 

Guide students in their learning process to: 

Develop competence and autonomy (recognize needs and set learning goals); 

Foster reflection, growth and empathy; and 

To meet the challenges associated with the integration of content and skills into the practice of the disciplinary field. 

Harness innovative digital tools to expand accessibility and engagement:

For example: polling tool, interactive digital whiteboard, generative artificial intelligence, multimedia design, etc.

Design a hybrid / co-modal / course  where the learner can participate in the course either in person, remotely synchronously, or online asynchronously.

This choice is made on a rotating basis as needed, depending on the patient's context, objectives, learning preferences, abilities or health.

Discuss with colleagues* their experience with integrating UDL inclusion strategies into their teaching (both its impact and challenges); and how it can be integrated into the curriculum.

*Of the department, faculty, university and/or disciplinary field.