Using UDL and SAMR for Inclusive Teaching and Learning


Teaching with technology is not only about the use of particular devices, but also how technology can create engaging and accessible spaces for learning. Effective instructional strategies are integral to the successful delivery of online courses; yet, a lack of familiarity with the pedagogical constructs needed to create effective digital learning environments, and sometimes uncertainty in how to implement them, impacts some educators’ praxis. Universal Design for Learning (UDL) and SAMR help educators meet these outcomes by providing a framework for understanding how to create curricula that reflects a focus on a student-based pedagogy and acknowledging each student differs in interests, learning profile, and level of functioning. Blurring the lines between Theme 7 and 8, this session will be an interactive discussion on the challenges and opportunities that can emerge when educators are mindful of how UDL and SAMR can not only enhance, but also transform post-secondary students’ experiences in online spaces. It will include lessons learned through recent research and activities to bring colleagues accustomed to working in face-to-face classrooms into digital learning spaces that maintain alignment with effective learning pedagogy and UDL principles. It will be an opportunity for participants to reflect on and share their own strategies and effective practices in embedding the four core principles of SAMR into online instruction and student learning. Take-aways will include evidence-based strategies and tips for addressing digital curriculum design and changing mindsets to be more equitable, inclusive, and socially just.


Disabilities, Inclusive Education, Online Learning, Post-secondary, SAMR, UDL, Virtual Classrooms


Learner Diversity and Identities


Paper Presentation in a Themed Session


  • Dr. Wendy Kraglund Gauthier
    • Core Faculty, Faculty of Education, Yorkville University, Canada Canada
    • Wendy Kraglund-Gauthier is a Core Faculty member with Yorkville University's graduate degree program in Education. With over 25 years experience as an educator and instructional designer in K-12, higher education, and adult learning classrooms, her work involves leading the development of pedagogical processes in online and face-to-face classrooms that adhere to adult learning theory and the principles of UDL. Recent publications include: ** Young, D. C., Kraglund-Gauthier, W. L. , & Ryan, T. G. (Eds). (2018). Readiness for the field: Perspectives from within the triangle of teacher education. Champaign, IL: Common Ground. ** Johnson, P., Kraglund-Gauthier, W. L., & Houston, B. (2019). Decolonizing the classroom for social justice learning: Perspectives on access and inclusion for participants living with disabilities. In P. Blessinger, J. Hoffman, & S. Makham (Eds.), International perspectives in higher education: Strategies for fostering inclusive classrooms (Vol. 3, pp. 83-95). Kew Gardens, NY: Emerald. **Kraglund-Gauthier, W. L. (2014). Chapter 7. An instructional designer's tale: The ghost in the machine, supporting the virtual post-secondary educator. In T. G. Ryan & D. C. Young (Eds.), Teaching online: Stories from within (pp. 75-88). Champaign, IL: Common Ground. ** Kraglund-Gauthier, W. L., & Moseley, J. (2019). Building teaching-learning capacities of online nurse educators: Using TPACK to frame pedagogical processses and identify required supports. Canadian Journal of Teaching and Learning, 45(1)