The article examines the issue of methodological support for ensuring access to higher education for students with severe visual impairments within the framework of general academic courses. The purpose of the study is to develop and test a practice-oriented methodology for adapting the curriculum, ensuring equal access to educational content for students with typical development and those with visual impairments. Research methods and organization. The study is based on the methodology of pedagogical modeling and experimentation, including theoretical analysis, the design of an adapted course model, pedagogical observation, and statistical methods for verifying the results. Research results and conclusions. A structured-content methodology for course adaptation has been developed and implemented, based on the principles of variability in the ways information, actions, and student engagement are presented. It has been established that the application of this methodology ensures the successful completion of the course by all students, as evidenced by the results of the final assessment and the absence of statistically significant differences in academic performance between student groups. Key pedagogical conditions and mechanisms for effective adaptation have been identified, including the transformation of educational materials into alternative formats, the organization of a flexible control system, and the creation of an inclusive communicative environment. The scientific novelty of the study lies in the development and statistical verification of a methodology for the operational adaptation of a large-scale course based on UDL, implemented by a subject teacher without specialized tutorial support. The results obtained can be used to improve educational programs, enhance the professional development of teaching staff in the field of inclusion, and create a repository of adapted educational and methodological materials.