Designing for Access: How WCAG and UDL Work Together

Accessibility is a design responsibility. And when we skip it? We aren’t just risking legal trouble. We’re leaving people behind.
This is why strongest designs are grounded in a shared framework. The Web Content Accessibility Guidelines (WCAG) and Universal Design for Learning (UDL) aren’t separate checklists. They’re complementary frameworks that, when combined early in the design process, help us build learning environments that are both compliant and inclusive.
While WCAG and UDL come from different origins (technical standards vs. educational philosophy), they converge in purpose: removing barriers and supporting diverse learners.
Gronseth (2018) argues that learner variability is the norm, not the exception. Both frameworks aim to address this diversity:
The overlap is clear:
Integration of these two frameworks is often underutilized. Many treat WCAG as a compliance checklist and UDL as a pedagogy toolbox, when in fact, combining them leads to proactive, inclusive design.
As instructional designers, we don’t just shape learning objectives, we shape who gets to participate. Designing for the "average" learner doesn’t serve today’s diverse learners. It creates misalignment and exclusion.
“The conception of an average learner rarely characterizes the complex make-up of varying combinations of characteristics in any learners.” (Gronseth, 2018)
If we want to reach all learners, across sensory, cognitive, physical, linguistic, and emotional differences, we have to stop designing for the middle.
Accessibility issues are designed in from the start, through the templates we use, the tools we choose, and the assumptions we make. Too often, accessibility is treated as a bolt-on. But it’s far more effective (and less expensive) to build it in from the beginning.
That’s where the WCAG and UDL connection becomes powerful. When we apply both frameworks upfront, we reduce barriers, support learner variability, and create experiences that actually work.
Let’s look at how the POUR principles align with UDL and what that means for real-world design. WCAG ensures access; UDL ensures engagement and growth. Together, they offer a full blueprint for inclusive digital learning.
Can learners access your materials if they can’t see, hear, or process standard text?
“Quality captions benefit not just students with hearing impairments but also language learners and those in noisy environments.” (Gronseth, 2018).
Not all learners use a mouse. Some navigate by keyboard, voice, or switch devices.
“Consistent navigation and page structure enable learners to self-manage and self-regulate.” (Gronseth, 2018)
Confusing instructions or scattered design create barriers for everyone.
If your learners are spending energy figuring out how to engage, they won’t have much left for what you’re teaching.
If your content doesn't work with a screen reader or on a mobile device, it’s not robust.
Gronseth recommends testing your content with a screen reader or mobile device, as it reveals gaps fast.
Gronseth (2018) outlines three practical places to start that pay off quickly:
Recent updates to WCAG include criteria that impact everyday learning design:
These aren't "technical problems." They’re learner experience problems.
Designing with WCAG and UDL is about choosing to create learning that reaches more people, in more contexts, with fewer barriers.
Join me in July for the next cohort of Making Online Content Accessible for All
This hands-on, project-based course helps you audit content, apply WCAG 2.2, and build inclusive experiences. We don’t just talk about accessibility, we practice it.
👉 Reserve your seat. Next cohort starts the week of July 14. Sessions are recorded. Spots are limited.
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