Though there is no "one size fits all" approach to providing equal access that includes necessary accomodation in order to facilitate participation, there are strategies that can be incorporated that embrace the concept of universal design. These strategies are simple behaviors that can be deployed by any instuctor in any situation.
In my previous experience as an educator, I found it helpful to alternate teaching modalities so that a variety of tools could be used. During a typical 3 hour class, it wasn't feasible, nor was it comfortable (for the students or for me!) to stand and lecture for 3 hours with a brief bathroom break!
It was more beneficial to quickly go over the objectives for the day (as outlined in my syllabus), and the timeline/modalities for each part of the lecture. It was good to combine alternative educational opportunities such as group activities, video, hands-on skills (remember, I teach in a clinical environment), and then give opportunities for feedback.
This helps to capture the needs of a variety of students with various LD/ADHD and other processing concerns.
In order to represent the core mission of this institution in supporting the committed student in achieving the technical and professional skills essential for their chosen career, we are driven to be student-centered in our educational practice. This is a ripe environment for universal design in terms of learning access.