Abstract

This paper discusses Universal Design for Learning as a proactive strategy for reducing barriers to participation in university education. Drawing on CAST guidelines, UNESCO recommendations, and research reviews, it outlines three planning dimensions: multiple ways of engagement, representation, and action or expression. The paper proposes a course-accessibility audit, illustrates the redesign of one learning task, and suggests indicators for evaluating accessibility alongside academic quality. Universal design is presented as a complement to, not a substitute for, individualized reasonable accommodations.