ABSTRACT
Although Universal Design for Learning (UDL) does not eliminate disability accommodations or all possible usability issues, it accounts for diversity and increases accessibility by engaging students’ varied learning needs, preferences, and (dis)abilities; conversely, multimodal composition pedagogy neglects the multiplicity and flexibility inherent to UDL. Relying on the multiplicity of modes, content, and practices with the intention to eliminate barriers to students’ learning, employing the principles of UDL in the multimodal composition classroom is one way we can unite around our differences. By making an argument for backward course design and sharing the author’s experience enacting the principles of UDL in multimodal composition, the author hopes advocates and practitioners of multimodal composition will consider how they can enact a UDL worldview to revise instructional methods and materials that may unwillingly exclude diverse student learners.
