Some UDL tips for online art classes

This tutorial on using Google Classroom is available in a printed version for learners who prefer reading the hard copies.

In my online art studio, I often see two different versions of the same struggle. I see the 70-year-old retired engineer worried that a shaky hand will "ruin" a drawing. I also see the 10-year-old student with ADHD, overwhelmed by a cluttered screen.

While their lives are worlds apart, their need is the same: an environment designed for success. To meet this need, the principles of Universal Design for Learning (UDL) will be a great answer. UDL isn't just for traditional face-to-face classrooms; it is the framework for making digital art education accessible, empowering, and inclusive of those who aren't tech-savvy or are reluctant to embrace the digital shift.

For many of my adult learners, technology is not a "benefit". It is a roadblock.

How to dismantle it – some tips from my humble experience:

• The "Low-Tech" Digital Experience: I design my classes to be simple and low-effort. For those who are not tech-savvy or are "tech-reluctant," I provide a Companion Guide. This is a printable packet sent via email that mirrors the online platform. If they can’t find the "chat" button on Zoom or a “Post” button in Google Classroom, which we use as a LMS, they have the instructions right there on their desk.

• Camera Can Be Off. It’s ok to normalize "voice-only" participation for those who find the video interface overwhelming.

• High-Contrast Clarity: For students with declining vision or cataracts, I use high-contrast setups. My digital canvas is always set to high-luminance, and I use thick, dark markers for demonstrations so the boundaries of a shape are never in question.

• Dual-Channel Teaching: I never rely on just speaking - it would be impossible in an art class. I use a secondary "document camera" to show techniques in high-definition, and I create a list of steps pinned to the side of the screen in a large, bold font.

Perhaps the most important UDL principle I apply is creating a low-stakes environment. My students – especially those who have had high-powered careers – often have very high internal standards. I foster a culture where the process is the product. We use professional-grade materials so that even a "simple" exercise feels substantial. By normalizing the use of adaptive technology and flexible pacing, I ensure that my students feel like artists.

It would be wonderful to hear from the readers. What are your thoughts or experiences with making online art more accessible? Have you encountered a digital tool that made a difference, or a strategy that helped you overcome a "roadblock"?