Universal Design for Learning (UDL)

In this paper, Meo discusses how to integrate Universal Design for Learning (UDL) into the curriculum planning process to include all students from the start. She uses a high school level reading comprehension program as an example.

Sadly for education, the commonly-available GPS exemplifies the principles and guidelines of Universal Design for Learning better than most educational curricula. This article draws playful and important parallels as it explores the features of the GPS through the lens of the UDL guidelines.

Dr. Robert Mislevy, a leading expert in educational assessment, technology, and cognitive science, shares his insights on the integration of UDL and assessment. Dr. Mislevy points out that a principled application of UDL can increase the value and validity of large scale assessment for a greater number of students.

Increasingly Universal Design for Learning (UDL) has been included in federal policy, such as the Higher Education Opportunity Act of 2008 (HEOA). In this paper, Hehir discusses some of the historical policy foundations of UDL, tracking its development from the 1970’s to NCLB and IDEA. It also discusses some policy considerations and other policies that support UDL.

As reading content in a digital format becomes more important, a question emerges: how can digital reading environments be created to support all students? Here Dalton and Proctor discuss the variety of supports that could be included in designing a “Universal Literacy Environment” for students “in the margins”. In particular, they focus on how to help build learners’ comprehension.

Today teachers are charged with including all students in literacy instruction, even those who have previously struggled in traditional school environments. One group that has struggled in the past is English Language Learners (ELLs). Here Proctor, Dalton, and Grisham discuss a 4-week study that used supported digital text to assist ELLs with reading comprehension. They found that embedding features did help promote learners’ use of comprehension strategies.

Presents the results of two studies on the applicability and use of universal design in higher education.

This paper examines the question of whether technology is central to the foundations of UDL or whether UDL is useful as a pedagogical framework that goes beyond technology. This paper uses the UDL guidelines as a structural framework through which to examine these questions.

Use this site to create, share, publish, and read digital books that engage and support diverse learners according to their individual needs, interests, and skills.

This paper examines the question of whether technology is central to the foundations of UDL or whether UDL is useful as a pedagogical framework that goes beyond technology. This paper uses the UDL guidelines as a structural framework through which to examine these questions.

CAST is a nonprofit organization that works to expand learning opportunities for all individuals, especially those with disabilities, through the research and development of innovative, technology-based educational resources and strategies. The website outlines research and development in the area of Universal Design for Learning, provides a listing of professional development opportunities, recent UDL publications, and information of products that are based on the research of the CAST program.

This website focuses on faculty development in UDL at the higher-education level.

UDL-U supports postsecondary faculty and staff by providing resources and examples to improve postsecondary education for all students.

Offers step-by-step guide in implementing UDL in course design.

This site supports educators and students in their teaching and study of universal design. The website is divided into two sections; teaching universal design and learning more about universal design. The teaching section provides models of educator created materials that reflect “quality educational experiences in universal design.” The learning section provides access to information about what universal design is, access to information about how to further study universal design, and a list of resources that support teaching and learning about UD.

The DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center provides programs, education and resources to increase the successful participation of people with disabilities in academic programs and careers. It hosts the Universal Design in Education website that provides an outline of the principles of universal design as well provides examples of how UD can be applied to instruction services, physical spaces, and technology. In addition, the site various programs that DO-IT offers to students, faculty, and other practitioners.