The one checklist I would be inclined to accept is the simple three-part approach to Universal Design for Learning, as mentioned earlier: • Multiple means of representation, to give learners various ways of acquiring information and knowledge, • Multiple means of expression, to provide learners alternatives for demonstrating what they know, • Multiple means of engagement, to tap into learners’ interests, offer appropriate challenges, and increase motivation. Yet when we begin to break these “multiples” down into short lists of strategies, UDL curls up into a ball or folds up into a small package. The very idea that education is about not just representation but also expression and engagement is somewhat revolutionary in a world of 500-­student classes in which lectures and exams are the norm and a course’s content is almost always what a textbook or a professor says, rather than what students think or create.

— Academic Ableism by Jay T Dolmage