Teaching Styles

Site:	Loomen za stručna usavršavanja
Course:	Ensuring Inclusive Access Through the Use of Assistive Technology
Book:	Teaching Styles

Printed by:	Gost (anonimni korisnik)
Date:	Tuesday, 28 July 2026, 8:16 AM

1. Teaching Styles
2. Guidelines for the Application of UDI in Teaching
3. Questions for Reflection on Applying UDI in Your Courses
4. Questions for Self-Assessment and Reflection
5. References

1. Teaching Styles

Teaching in higher education should follow the principles of universal design. Universal Design for Instruction (UDI) refers to the preparation and implementation of teaching for students with diverse abilities, disabilities, and learning styles. UDI encourages instructors to consider and structure all aspects, including a sense of belonging through a positive classroom climate, interaction, physical environment, teaching methods, information resources and technology, feedback, and assessment.

UDI incorporates the principles of universal design, Universal Design for Learning (UDL), and accessible digital content throughout all aspects of instruction.

The Universal Design for Learning Guidelines, developed by CAST (2020, 2024), recommend creating a course plan, programme, or syllabus that includes:

Multiple Means of Representation
Multiple Means of Action and Expression
Multiple Means of Engagement

Accessible digital content is content from which barriers that prevent students with disabilities from accessing and using digital materials are removed, thereby ensuring that all students can access digital content.

2. Guidelines for the Application of UDI in Teaching

3. Questions for Reflection on Applying UDI in Your Courses

1. Multiple Means of Engagement

How can you incorporate diversity into your teaching approaches and student activities?
How could you incorporate student interaction and collaboration into your course?
How can technology be used to engage students?
In which activities can you allow students' choice?

2. Multiple Means of Representation

How can you ensure that instructional materials are accessible to all students?
How could you present the key content of the course in multiple formats?
Does your course provide opportunities to encourage student independence?
Which activities could you use to promote a better understanding of key content?
How could you informally assess students' understanding of the course content?

3. Multiple Means of Action and Expression

Which methods of assessing student knowledge could you include in your course?
What options for completing assignments could you offer?
In what ways could you provide feedback to students regarding completed assignments?
How could you mitigate student anxiety related to assessment?

4. Questions for Self-Assessment and Reflection

What principles does Universal Design for Instruction integrate?
Why is Universal Design for Instruction important?

5. References

Burgstahler, S. (2020). Equal access: Universal Design of Instruction.

CAST (2020, 2024). The UDL Guidelines.

La, H., Dyjur, P., & Bair, H. (2018). Universal design for learning in higher education. Taylor Institute for Teaching and Learning. Calgary: University of Calgary.

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