Designing for Thinking and Access: How Metacognitive Practices Advance Inclusive Learning

In the pursuit of more inclusive and equitable learning environments, instructional designers and facilitators are increasingly turning to Universal Design for Learning (UDL) and accessibility standards. But one powerful, often overlooked strategy lies at the intersection of both: metacognitive instructional practices.I want to discuss how integrating metacognitive strategies—such as goal-setting, self-assessment, think-alouds, and reflective questioning—not only enhances learner agency and critical thinking, but also directly supports accessibility for all, including neurodiverse, disabled, and marginalized learners. Through the lens of UDL guidelines and WCAG 2.2 standards, I will discuss how metacognitive design promotes transparency, cognitive scaffolding, and flexible pathways for learner success.