The term Universal Design for Learning (UDL) means a scientifically valid framework for guiding educational practice that:
Provided by the Higher Education Opportunity Act of 2008 (HEOA).
UDL is an educational framework based on research in the learning sciences that guides the development of flexible learning environments that can accommodate individual learning differences.
Recognizing that the way individuals learn can be unique, the UDL framework, first defined by the Center for Applied Special Technology (CAST) in the 1990s, calls for creating curriculum from the outset that provides:
Curriculum, as defined in the UDL literature, has four parts: instructional goals, methods, materials, and assessments. UDL is intended to increase access to learning by reducing physical, cognitive, intellectual, and organizational barriers to learning, as well as other obstacles. UDL principles also lend themselves to implementing inclusionary practices in the classroom.
However, recognizing that the UD principles created to guide the design of things (e.g., buildings, products) are not adequate for the design of social interactions (e.g., learning situations), researchers at CAST looked to the neurosciences and theories of progressive education in developing the UDL principles. In particular, the work of Lev Vygotsky and, less directly, Benjamin Bloom informed the three-part UDL framework.
Wikipedia (May. 23, 2016). Retrieved with minor modification from http://en.Wikipedia.org/wiki/universal design for learning.
This guide is adapted and modified with permission from UDL-Universe: A Comprehensive Universal Design for Learning Faculty Development Guide, developed through the Ensuring Access through Collaboration and Technology (EnACT) project, funded by the U.S. Department of Education, Office of Postsecondary Education (P333A-080027).