How can I support all of my students and give them more opportunities to succeed?

How can I create an environment that supports the diverse nature of my students?

How can I design a more inclusive course?

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Hopkins Universal Design for Learning (HUDL) is here to help you. HUDL provides faculty with guidelines and support for integrating UDL with minimal effort and high impact, with the potential to significantly affect the JHU community while fulfilling the University’s mission, “To educate its students and cultivate their capacity for lifelong learning, to foster independent and original research, and to bring the benefits of discovery to the world.”

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About UDL

The universal design for learning (UDL) framework provides an approach to designing environments that support learning variability. UDL practices help ensure all learners can meet learning goals by removing barriers to learning and building flexibility into the curriculum. More About UDL

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Areas of focus

Aligned to the Center for Applied Special Technology’s (CAST) three main principles of UDL, the HUDL initiative has designed a framework that includes course design and facilitationunder the overarching umbrella of inclusive pedagogy and accessibility, both of which are an inherent part of UDL. Areas of Focus

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Getting Started

UDL focuses on creating an inclusive learning environment in which all learners can succeed. Integrating UDL into your course works best when you implement it from the start, however, there are strategies faculty can use to integrate UDL into existing courses. Getting Started

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Exemplars

Working with HUDL ambassadors, faculty from across all divisions have already implemented UDL into their courses.  Explore the exemplars to get ideas for your own courses and learn how faculty have integrated the three UDL principles across all four JHU focus areas. Exemplars

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Resource Library

This library of resources contains links to articles, tips, strategies, and other helpful materials related to universal design for learning. Explore Resources