About This Guide

Navigating This Guide

There are two ways to navigate through the content:

  1. Click the Contents menu to navigate between modules and chapters
  2.  Use the Previous/Next links in the footer at the very bottom of the screen to go back and forth through the content

For additional information on how to navigate through this guide, click the plus buttons on the interactive image below.


The intention of the Universal Design for Learning (UDL): An Online Post-Secondary Educator Guide for Supporting Inclusion, Diversity, Equity and Accessibility (IDEA) or UDL for IDEA is to curate, develop and deliver UDL resources for technology mediated learning environments in support of access and inclusion in higher education in Ontario. This guide has been developed to be used as a complete course of 6 modules or as individual modules, as your context requires. The 6 modules are as follows:

  1. Introduction and Overview of UDL
  2. UDL in Post-Secondary and Technology Enabled Learning Environments
  3. Legislative Requirements under the AODA and OHRC
  4. Equity, Diversity, and Inclusion (EDI)
  5. Indigenous Pedagogies and the Benefits for All Learners in Ontario
  6. UDL for AODA, EDI and Indigenous Pedagogies in Post-Secondary Learning Environments


The UDL for IDEA Guide is designed for flexible use so that institutions can use it as a set of self-paced, unfacilitated modules that include exercises for self-reflection and AODA and EDI goal setting, or as a facilitated learning experience led locally at an institution. If institutions are going to use it as a Microcredential, we recommend you adopt the facilitated format.

Facilitated Format 

You will see time estimates indicated at the start of each module. These estimates are for participants to work through the module content and complete the learning activities in an unfacilitated format (see below). if you are completing this program or individual modules with a facilitator, they will advise you on the length of time.

Throughout the modules, you will encounter “Pause and Reflect” questions. When navigating the modules in the facilitated format, use these questions to engage in discussion. Time commitments for modules may differ from those indicated when modules are completed with a facilitator.

Unfacilitated Format 

In the unfacilitated format, use the reflection questions on your own to make connections between the module content and your own instructional context. You are welcome to complete the reflective portions of the modules in whatever way is best for you (e.g., write notes, dictate audio files, draw reflections, etc.). If participants are completing this module without a facilitator, it will take approximately 1.5-2 hours to work through the content, learning activities and assessments.


Whether you are completing the entire guide, or individual modules, here are some course navigation tips:

  • Start at the beginning of the module you wish to complete and work your way through the content, learning activities and assessments. The content has been designed and developed to scaffold learning for participants and build on both new and prior knowledge.
  • You can navigate back and forth through each module, so if you miss content, or wish to review a resource again, feel free.
  • Each module includes interactive learning activities and a culminating assessment. Some of these activities and assessments will be completed within the module, while others will be reflective and used for discussion or your own planning. You are welcome to complete the reflective portions of the modules in whatever way is best for you. None of the learning activities or assessments are timed.
  • Modules include a section of resources to deepen learning should you wish to learn more about a particular topic touched on in the content.


Share This Book