Title 5 is the section of California state law that governs how California Community Colleges operate. It is like an operating manual for how California Community Colleges do their work.
Title 5 does not require a specific pedagogy, modality, or set of materials. Instead, it requires that curriculum committees ensure accessibility and inclusion are built into course design at the Course of Record (COR) level, using Universal Design for Learning (UDL) principles as the framework.
The goal is guaranteed access, not after‑the‑fact accommodation.
Where UDL Is Explicitly Required
Curriculum Committee Procedures (§55001)
Curriculum committees must have documented procedures showing that CORs:
- Guarantee accessibility for every student
- Enable students with disabilities to equally participate
- Reflect Universal Design for Learning strategies
This is a process requirement:
- Committees must be able to explain how they verify UDL is present in CORs.
- It applies to all courses (credit, noncredit, degree‑ and nondegree‑applicable).
Course Outlines of Record Content (§55001.5)
Each COR must include representative descriptions (not mandates) of instructional approaches that:
- Accommodate and engage diverse student bodies.
- Advance equitable student outcomes.
- Promote inclusion of all students, including students with disabilities.
These descriptions must reflect the three core UDL principles.
The Three Required UDL Principles (As Used in Title 5)
1. Multiple Means of Representation
How students access and perceive information. CORs should show that content may be provided in varying formats, such as:
- Text, visuals, audio, demonstrations.
- Screen‑reader–accessible materials
- Captioned or transcribed media
Key point: The COR documents approaches faculty may use — not a single required format.
2. Multiple Means of Engagement
How students are motivated and sustained in learning. CORs should reflect options such as:
- Varied ways to participate (discussion, hands‑on work, collaboration)
- Relevance to students’ goals or experiences
- Flexible pathways to demonstrate persistence and effort
Key point: The goal is to support equitable outcomes, especially for students historically excluded by one‑size‑fits‑all instruction.
3. Multiple Means of Expression
How students demonstrate learning. CORs must allow for varied ways students can show proficiency, for example:
- Written work, presentations, projects, performances
- Problem solving or skills demonstrations
- Scaffolded or incremental assessments
Key point: Evaluation methods must still measure the same course outcomes, but not through only one modality.
What Is Not Required (Important for Faculty)
Title 5 does not require:
- Every faculty member to use all UDL strategies
- Removing academic rigor or standards
- Individualized accommodations to be written into CORs
- Mandating specific technologies or platforms
- Standardizing teaching style across sections
Instead, the COR must show that the course design itself does not create unnecessary barriers.
What “Representative Descriptions” Means in Practice
COR language should describe examples and options, such as:
“Instructional methods may include lecture with visual supports, facilitated discussion, applied activities, and guided practice.”
“Methods of evaluation may include written assignments, projects, presentations, or skill demonstrations aligned to course outcomes.”
This satisfies the regulatory requirement while also protecting:
- Faculty academic freedom
- Local control
- Curricular flexibility
Why This Matters Legally and Practically
Under Title 5:
- Accessibility is a curriculum responsibility, not just a DSPS function
- UDL is the mechanism for proactive compliance
- CORs are now explicitly part of how colleges demonstrate:
- Equity
- Inclusion
- Disability access
This strengthens alignment with:
- Civil rights law
- Accreditation expectations
- Chancellor’s Office oversight
