Universal Design for Learning (UDL) promotes inclusion of a diverse set of student learning needs and is beneficial for improving student learning outcomes regardless of physical or neurological ability. Yet instructors may ask themselves, “Where do I start?” in terms of implementing UDL strategies in their courses. A review of relevant literature for the application of UDL strategies for assessments in post-secondary mathematical and statistical education is provided. A list of nine basic changes made by instructors to improve the accessibility and inclusivity of assessments in their courses is offered. Such changes are intended to provide immediate impact with relatively low effort aimed towards instructors with minimal UDL experience. Two case studies focusing on the implementation of UDL strategies for assessments in statistics courses are included for reference. This paper serves as an introduction into the realm of UDL and, more specifically, UDL practices for assessments.