The aim of UDL, however, is to address the need for accommodations by designing lessons, curriculum, and materials that remove the barriers, symbolized by the chain link fence, which all of them can see through without needing any accommodations.
I like this idea of “removing the fence” because in art class, barriers often come from rigid materials or expectations. For example, a student with motor challenges may not be able to hold a paintbrush in the same way, but if I design a project that allows painting with sponges, digital tablets, or even finger-painting, then they can still fully participate. UDL reminds me to think about flexible entry points for creativity, not just giving one kind of “step stool.”