Why one useful pedagogical framework should not become shorthand for accessibility, inclusive teaching, and everything we value in quality online course design

Lately, I have been hearing Universal Design for Learning (UDL) invoked more and more often in conversations about accessibility. I have also seen UDL training emphasized in professional development curricula and promoted by online directors, instructional designers, and teaching and learning professionals as though it were a sufficient response to accessibility, or as though UDL expertise could substitute for accessibility knowledge and remediation skills.