This study presents the creation and iterative improvement of a course at Oxford Brookes University aimed at teaching students ethical AI decision-making using Universal Design for Learning (UDL). The course uses inclusive, accessible methods like visual tools and stakeholder-informed revisions. Student and staff feedback has shaped course enhancements, including clearer guidance, more detailed feedback, and improved support materials. The course is continually updated to remain relevant amidst evolving AI use in academia. It models inclusive, research-informed pedagogy for AI ethics education. NOTE: The description was generated from the submitted abstract.