Universal Design for Learning

Universal Design for Learning (UDL) is a research-based set of principles to guide the design of learning environments that are accessible and effective for all people based on scientific insights into how humans learn.

Ultimately, the goal of UDL is to support learners to become “expert learners” who are, each in their own way, purposeful and motivated, resourceful and knowledgeable, and strategic and goal-driven. UDL aims to change the design of the environment rather than changing the learner. When environments are intentionally designed to reduce barriers, all learners can engage in rigorous, meaningful learning.

Source: udlguidelines.cast.org 

Related Materials

Morning Meeting Planning Guide For Infusing a Mathematics Activity that Engages All Students

morning meeting plan
This is a resource that can be used in any grade that utilizes Morning Meeting PK-6 to simultaneously engage in SEL and mathematics focused activities. This helps teachers when planning and supports teachers in considering and identifying common student misconceptions, how to make thinking visible and valued in a variety of ways, and ways to engage all students. When all of these three things are proactively included in planning, learning is more engaging, and differentiation is facilitated.
Submitted by: 
Sararose Lynch

Deborah Metcalf

Debbie Metcalf
I am semi-retired, live with my husband in North Caroina, and love being a 'Gigi' to my 5 grandchildren. I supervise a few interns for East Carolina University and sometimes teach courses for Loyola Marymount. Occassionally, I help with staff development. I've been a teacher/instructor for over 40 years and I still enjoy doing this. I also like to research and write about UDL and I've been pursuring my avocation of drawing and painting. I was active in DISES and IASE before the pandemic and also organized study abroad trips for ECU students to Northern Ireland. Hopefully, these will resume in person soon.
Publish Date: 
June 02, 2022

Anna Brown

Anna Brown
This year, Anna is working in an adaptive curriculum classroom serving students between kindergarten and 5th grade. Her ultimate goal is to transition into school psychology. Her path to the special education classroom includes being a PETAC grant recipient and training in the Orton-Gillingham reading program. Anna holds a Master’s degree in teaching special education from North Carolina A&T and currently educates youth at Hall-Woodward Elementary in Winston-Salem, North Carolina. The 2020-2021 school year marks her third career year in special education.
Publish Date: 
September 16, 2021

Unit Co-Planning for Academic and College and Career Readiness in Inclusive Secondary Classrooms Toews, S. G., Miller, A. L., Kurth, J. A., & Turner, E. L. 9/1/2020 53 1 2020 Access to quality general education instruction that includes academic and non

Access to quality general education instruction that includes academic and non-academic skills is a right for all children. To accomplish this, it is necessary to provide tools that foster...
Journal Name:
TEACHING Exceptional Children
Publish date:
09/01/2020

Related Topics

Instructional Planning
High Leverage Practices
Specially Designed Instruction
STEM Instruction
Student Engagement

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