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Universal Design for Learning has gained momentum in post-secondary education over the past decade in North America as a framework for the management of Disability issues. It is increasingly attractive as it aligns service provision with the social model and shifts the discourse away from diagnosis. It is also conducive to an inclusive educational setting. UDL however requires the adoption and integration of technology into curriculum development, class delivery and evaluation. This is not always as smooth a process with instructors as the literature lets us anticipate. This paper seeks to examine the nature of the friction which occurs during the implementation of UDL, more specifically as it relates to mastery and use of educational technology.Universal Design for learning, student retention, differentiated teaching, inclusion, IT