• Inclusive Content: Rehabilitation case studies, images, and readings can include Black patients and practitioners, ensuring that Black students see their identities reflected in the curriculum.

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• Cultural Relevance: Course materials can integrate knowledge about social determinants of health and historical medical mistrust affecting Black communities, validating students' lived experiences.

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• Accessibility: Providing materials in various formats (audio, video, text, interactive models) reduces barriers tied to historical inequities in prior educational access.

• Flexible Assessment: Offering students options to demonstrate knowledge (presentations, reflective writings, clinical simulations) respects diverse ways of communication, cultural storytelling traditions, and lived expertise.

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• Skill Development: Creating assignments that allow students to connect clinical practice to community health needs or racial health disparities encourages leadership and agency.

• Community Building: Learning environments that foster collaborative, relationship-centered approaches — such as peer mentoring, group projects, and learning communities — reflect Afrocentric values of collectivism and interconnectedness.

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• Choice and Autonomy: Allowing students to select topics or areas of clinical focus that are meaningful to them (e.g., addressing rehabilitation needs in Black communities) increases motivation and authenticity.

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• Addressing Racial Battle or Social Identity Fatigue: UDL promotes spaces where the emotional labor of navigating microaggressions and bias is minimized by proactively designing affirming, supportive environments.