Chee, MichaelWeaver, Kari D.2024-04-112024-04-112024-03http://hdl.handle.net/10012/20434The Universal Design for Learning (UDL) framework has begun to have a significant impact on the instructional sphere of academic libraries, shifting how programs are designed, developed, and delivered. In related work, academic libraries are increasingly involved in supporting faculty instructors in their use of open educational resources (OER), where UDL principles equally apply. Incorporating a UDL approach to OER development and use is beneficial for creating accessible, inclusive learning objects that better suit the learning needs of all. Drawing on the theoretical knowledge and practical experience of the authors, as well as an ongoing qualitative study of faculty perceptions of OER, this chapter discusses (1) the special importance of enacting UDL principles for OER, (2) how best to align the instructional design process with OER development models for a final result that efficiently and effectively satisfies UDL principles, and (3) a series of best practices for enacting UDL principles within OER outputs, including from an adoption and an adaptation perspective.enAttribution-NonCommercial 4.0 Internationalhttp://creativecommons.org/licenses/by-nc/4.0/universal design for learningopen educational resourcesOER adoptionOER adaptationinstructional design processBook Chapter