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A personal reflection on applying UDL principles in writing centers by Allison Hitt, a Ph.D. student:
> "Applying UDL to writing center pedagogies asks tutors “not to think of how they might adapt their tutoring for students with disabilities” because “all students come to sessions with a variety of differences” (Kiedaisch & Dinitz 50).
> Because first-year composition courses and writing centers must potentially serve all students in the university, these spaces must as accessible to the widest range of students as possible.
> For instruction, this means providing information in multiple modes—through spoken word, handout, group work, and electronic presentations. We must also create flexible assignments that allow students to compose projects that are most useful for them; for example, I can create assignment goals—e.g. exploring a central thesis statement and integrating research—while being flexible about how students apply these concepts. A final project, for example, could be a research paper, website, extended blog or social media project, visual collage, or photographic essay. The key is to create a flexible curricular base that allows students to choose the medium that works best for them."
