Making Room for Every Mind: A Guide to Using Universal Design for Learning in Ministry

Christian ministry is rooted in a deep belief in the dignity and worth of all people. In “The Book of Common Prayer,” for example, Episcopalians promise in the Baptismal Covenant to “seek and serve Christ in every person” and to “respect the dignity of every human being” (304-305).

Yet many of our training spaces—classrooms, youth groups, Bible studies, and even worship—are still shaped around a narrow understanding of how people learn, process, and participate. For neurodivergent individuals, this can create invisible barriers to belonging.

Universal Design for Learning (UDL) provides a faithful path forward. Rather than adapting programs based on challenges, UDL invites us to design from the beginning with human variability in mind. It is both a practical framework and a spiritual stance, reflecting a theology of radical welcome and the expansive nature of the body of Christ.

Here are concrete ways that ministry leaders can begin to integrate CDU principles into their programs.

1. Offer multiple ways to engage

People connect in different ways, including silence, conversation, movement, or thought. When we incorporate options, we create space for more people to enter.

Try this:

• Start meetings with a choice: silent reflection, journaling, or small group conversation
• Use a simple visual agenda so attendees know what to expect
• Plan for short breaks or breaks during longer sessions
• Make participation invitational rather than mandatory

Predictability and choice can ease anxiety and help participants regulate their energy. In this way, the structure becomes a form of pastoral care, honoring the fact that each person arrives with a different nervous system, a different story, and a different way of engaging with God.

2. Present content in multiple ways

Much of Church-based learning is based on speaking. UDL reminds us that meaning arrives differently depending on how it is shared.

Try this:

• Pair oral instruction with visuals, such as slides, pictures, or printed plans
• Provide brief written summaries of key points
• Incorporate storytelling, video or practical elements
• Use art, music, or movement to explore scripture

The doctrine of the incarnation reminds us that truth is not only expressed, but also embodied, seen and experienced. When we teach in multiple ways, we reflect this wholeness.

3. Expand on what participation looks like

Participating does not necessarily mean speaking out loud or reacting on the spot. Expanding how people can engage invites a more authentic presence.

Try this:

• Propose options: speak, write, draw or select images
• Use pair dialogue instead of large group discussion
• Allow time for reflection before soliciting answers
• Normalize unsubscribing from sharing as a valid choice

As I Corinthians and Romans make clear, the body of Christ is made up of many members, each possessing different gifts (I Cor 12:4-27; Rom 12:4-8). When we broaden participation, we honor this diversity rather than privileging just one way of contributing.

4. Pay attention to the sensory environment

Church spaces are often rich in sound, light and movement. For some, it is beautiful; for others, it can be overwhelming.

Try this:

• Designate a quiet or low-stimulation space
• Pay attention to lighting and volume levels
• Prevent loud sounds or transitions in advance
• Allow participants to move, get up or go out as needed

Creating sensory spaces is not about diminishing worship; it’s about expanding access to worship. It is a way of ensuring that more people can fully enter into the sacred rhythms of the life of the Church.

5. Communicate clearly and coherently

Clarity is a powerful form of inclusion. When expectations are explicit, participants can focus on meaning rather than guessing what will come next.

Try this:

• Offer step-by-step instructions, both oral and written
• Clearly signal transitions between activities
• Use simple, direct language when possible
• Establish Consistent Routines

Clear communication reflects a commitment to meeting with compassion rather than assumption.

6. Integrate belonging to culture

UDL is not just about strategies; it’s about changing the way we understand inclusion. Instead of asking individuals to adapt, we design environments where difference is expected and valued.

Try this:

• Normalize diverse ways of participating
• Use language that affirms neurodiversity as part of God’s creation
• Equipping leaders and volunteers with basic neurodiversity awareness
• Invite feedback: “What helps you feel most comfortable and engaged here? »

This is where UDL becomes deeply theological for Christian communities. Honoring the dignity of every human being is not simply about inclusion; it is to expect diversity as part of God’s design.

7. Start small

You don’t need to rethink everything at once. Start with one or two intentional changes and build from there.

Simple starting points:

• Add a visual agenda
• Suggest another way to answer
• Create a quiet corner
• Ask participants about what supports their engagement

Small changes, practiced consistently, can reshape a ministry over time.

A wider welcome

Universal Design for Learning invites us to a broader vision of the Church, one in which membership is not conditioned on how one learns, communicates, or processes the world. When we design with neurodiversity in mind, we more fully live out the promises we make in baptism. We not only accept difference, but recognize it as part of the sacred diversity of the body of Christ.

As we do, we may find that our communities not only become more inclusive, but that they become more reflective of the kingdom of God.

Resources to get started

• CAST UDL Guidelines – Recommendations for implementing UDL
• Understood – Practical resources on neurodiversity
• Check out local and regional disability ministries and training opportunities at your church.

The image shown is of Pierre Burdon on Unsplash