# data[].attributes.attachment_link.description
ADHD can have a negative effect on how well a child does at school.

# data[].attributes.attachment_link.readable_text
What Is ADHD?

ADHD stands for attention deficit hyperactivity disorder. It is a medical condition. A person with ADHD has differences in brain development and brain activity that affect attention, the ability to sit still, and self-control. ADHD can affect a child at school, at home, and in friendships.

What Are the Signs of ADHD?

All kids struggle at times to pay attention, listen and follow directions, sit still, or wait their turn. But for kids with ADHD, the struggles are harder and happen more often.

Kids with ADHD can show signs in any or all these areas:

Inattentive. Kids who are inattentive (easily distracted) have trouble focusing their attention, concentrating, and staying on task. They may not listen well to directions, may miss important details, and may not finish what they start. They may daydream or dawdle too much. They may seem absent-minded or forgetful, and lose track of their things.

Hyperactive. Kids who are hyperactive are fidgety, restless, and easily bored. They may have trouble sitting still, or staying quiet when needed. They may rush through things and make careless mistakes. They may climb, jump, or roughhouse when they shouldn't. Without meaning to, they may act in ways that disrupt others.

Impulsive. Kids who are impulsive act too quickly before thinking. They often interrupt, might push or grab, and find it hard to wait. They may do things without asking for permission, take things that aren't theirs, or act in ways that are risky. They may have emotional reactions that seem too intense for the situation.

Sometimes parents and teachers notice signs of ADHD when a child is very young. But it's normal for little kids to be distracted, restless, impatient, or impulsive - these things don't always mean that a child has ADHD.

Attention, activity, and self-control develop little by little, as children grow. Kids learn these skills with help from parents and teachers. But some kids don't get much better at paying attention, settling down, listening, or waiting. When these things continue and begin to cause problems at school, home, and with friends, it may be ADHD.

What Causes ADHD?

It's not clear what causes the brain differences of ADHD. There's strong evidence that ADHD is mostly inherited. Many kids who have ADHD have a parent or relative with it. Kids also can be more at risk for it if they were born early, are exposed to environmental toxins, or their mothers used drugs during pregnancy.

ADHD is not caused by too much screen time, poor parenting, or eating too much sugar.

How Is ADHD Diagnosed?

If you think your child has ADHD, make an appointment with your child's doctor. They will do a checkup, including a vision and hearing check, to be sure something else isn't causing the symptoms.

To diagnose ADHD, doctors start by asking about a child's health, behavior, and activity. They talk with parents and kids about the things they have noticed. Your doctor might ask you to complete checklists about your child's behavior, and might ask you to give your child's teacher a checklist too.

After gettng this information, doctors diagnose ADHD if it's clear that:

A child's trouble with paying attention, hyperactivity, or impulsivity go beyond what's usual for their age.

The behaviors have been going on since the child was young.

The behaviors affect the child at school and at home.

A health check shows that another health or learning issue isn't causing the problems.

Many kids with ADHD also have learning problems, oppositional and defiant behaviors, or mood and anxiety problems. Doctors usually treat these along with the ADHD.

The doctor can refer you to a child psychologist or psychiatrist, if needed.

How Is ADHD Treated?

Treatment for ADHD usually includes:

Medicine. This activates the brain's ability to pay attention, slow down, and use more self-control.

Behavior therapy. Therapists can help kids develop the social, emotional, and planning skills that are lagging with ADHD.

Parent coaching. Through coaching, parents learn the best ways to respond to behavior problems that are part of ADHD.

School support. Teachers can help kids with ADHD do well and enjoy school more.

The right treatment helps ADHD improve. Parents and teachers can teach younger kids to get better at managing their attention, behavior, and emotions. As they grow older, kids should learn to improve their own attention and self-control.

When ADHD is not treated, it can be hard for kids to succeed. This may lead to low self-esteem, depression, oppositional behavior, school failure, risk-taking behavior, or family conflict.

How Can Parents Help?

If your child is diagnosed with ADHD:

Be involved. Learn all you can about ADHD. Follow the treatment your child's health care provider recommends. Go to all recommended therapy visits.

Give medicines safely. If your child is taking ADHD medicine, always give it at the recommended time and dose. Keep medicines in a safe place.

Work with your child's school. Ask teachers if your child should have an IEP or 504 plan. Meet often with teachers to find out how your child is doing. Work together to help your child do well

Parent with purpose and warmth. Learn what parenting approaches are best for a child with ADHD - and which can make ADHD worse. Talk openly and supportively about ADHD with your child. Focus on your child's strengths and positive qualities.

Connect with others for support and awareness. Join a support group like CHADD for ADHD to get updates on treatment and other information.

ADHD can improve when kids get treatment, eat healthy food, get enough sleep and exercise, and have supportive parents who know how to respond to ADHD.

# data[].attributes.attachment_link.description
ADHD is a common medical condition that can affect kids at school, at home, and in friendships. Learn more about ADHD and how to help kids get the best diagnosis and care.

# data[].attributes.attachment_link.readable_text
Teachers are not perfect. We make mistakes and occasionally we exercise poor judgment. In the end, we are human. There are times that we are simply overwhelmed. There are times we lose focus. There are times we cannot remember why we choose to stay committed to this profession. These things are human nature. We will err from time to time. We are not always at the top of our game.

With that said, there are several things that teachers should never say or do. These things are detrimental to our mission, they undermine our authority, and they create barriers that should not exist. As teachers, our words and our actions are powerful. We have the power to transform, but we also have the power to tear apart. Our words should always be chosen carefully. Our actions must be professional at all times. Teachers have an awesome responsibility that should never be taken lightly. Saying or doing these ten things will have a negative impact on your ability to teach.

5 Things Teachers Should Never Say

Words can wound, and sharp comments from teachers can have a lifetime negative impact on students, as these phrases to avoid make clear.

"I Don't Care If My Students Like Me."

As a teacher, you had better care whether or not your students like you. Teaching is often more about relationships than it is about teaching itself. If your students do not like you or trust you, you will not be able to maximize the time you have with them. Teaching is about giving and taking. Failing to understand will lead to failure as a teacher. When students genuinely like a teacher, the teacher's job as a whole becomes much simpler, and they are able to accomplish more. Establishing a good rapport with your students ultimately leads to greater success.

"You Will Never Be Able to Do That."

Teachers should always encourage students, not discourage them. No teachers should crush any student's dreams. As educators, we should not be in the business of predicting futures, but of opening doors to the future. When we tell our students they can't do something, we place a limiting threshold on what they may try to become. Teachers are great influencers. We want to show students a pathway to achieving success, rather than telling them they will never get there, even when the odds are against them.

"You Are Just Lazy."

When students are repeatedly told that they are lazy, it becomes ingrained in them, and pretty soon it becomes a part of who they are. Many students get mislabeled as "lazy" when there is often a deeper underlying reason that they are not putting in much effort. Instead, teachers should get to know the student and determine the root cause of the issue. Once this is identified, teachers can help a student by providing them with the tools to overcome the issue.

"That's a Stupid Question!"

Teachers should always be willing to answer a student's questions about a lesson or content they are learning in class. Students must always feel comfortable and encouraged to ask questions. When a teacher refuses to answer a student's question, they are discouraging the entire class to withhold questions. Questions are important because they can extend learning and provide teachers with direct feedback allowing them to assess whether or not students understand the material.

"I've Already Gone Over That. You Should Have Been Listening."

No two students are the same. They all process things differently. Our job as teachers is to make sure that every student understands the content. Some students may require more explanation or instruction than others. New concepts can be especially difficult for students to grasp and may need to be retaught or revisited for several days. There is a good chance that multiple students need further explanation even if only one is speaking up.

5 Things Teachers Should Never Do

Just as much as words, actions can also wound, as these no-nos show.

Be in a Compromising Situation With a Student

It seems that we see more in the news about inappropriate teacher-student relationships than we do about all other news related to education. It is frustrating, startling, and sad. Most teachers never think this can happen to them, but opportunities present themselves more than most people think. There is always a starting point that could have been stopped immediately or prevented completely. It often starts with an inappropriate comment or text message. Teachers must proactively ensure that they never allow that starting point to occur because it is difficult to stop once a certain line is crossed.

Talk About Another Teacher

We all run our classrooms differently than the other teachers in our building. Teaching differently does not necessarily translate to doing it better. We are not always going to agree with the other teachers in our building, but we should always respect them. We should never discuss how they run their classroom with another parent or student. Instead, we should encourage them to approach that teacher or the building principal if they have any concerns. Furthermore, we should never discuss other teachers with other faculty members. This will create division and discord and make it more difficult to work, teach, and learn.

Put a Student Down

We expect our students to respect us, but respect is a two-way street. As such, we must respect our students at all times. Even when they are testing our patience, we should remain calm, cool, and collected. When a teacher puts a student down, yells at them, or calls them out in front of their peers, they undermine their own authority with every other student in the class. These types of actions occur when a teacher loses control, and teachers must always maintain control of their classroom.

Ignore Parental Concerns

Teachers should always welcome any parent who wants to have a conference with them so long as the parent is not irate. Parents have a right to discuss concerns with their child's teachers. Some teachers misinterpret parent concerns as an all-out attack on themselves. Truthfully, most parents are simply seeking information so that they can hear both sides of the story and rectify the situation. Teachers would be best served to proactively reach out to parents as soon as a problem begins to develop.

Become Complacent

Complacency will ruin a teacher's career. We should always strive to improve and become better teachers. We should experiment with our teaching strategies and change them up a little every year. There are multiple factors that warrant some changes each year including new trends, personal growth, and the students themselves. Teachers must challenge themselves with ongoing research, professional development, and by having regular conversations with other educators.

# data[].attributes.attachment_link.title
10 Things Teachers Should Never Say or Do

# data[].attributes.attachment_link.description
Teachers must carefully choose what they say and do. Our words and actions can damage our mission as teachers.

# data[].attributes.attachment_link.description
ADHD - Attention Deficit Hyperactivity Disorder is a medical/neurobiological condition in which the brain's neurotransmitter chemicals; noradrenalin and dopamine do not work properly.

# data[].attributes.attachment_link.title
Gendered expectations on the recognition of ADHD in young women and educational implications (1)

# data[].attributes.attachment_link.readable_text
Students with ADHD can have a hard time focusing in class. They might also have trouble remembering directions or act impulsively even if they know the rules. But there are teaching strategies you can use to help students with ADHD - and all students - thrive in your classroom.

Here are eight teaching strategies to try.

1. Give transition warnings.

ADHD can make it hard for students to transition from one activity to another. Giving advance notice can help students switch gears and be prepared for what's next.

One way to do this is by using nonverbal signals. As one example, you can tell students you'll tap on their desk as a sign that you'll call on them next.

Learn more about nonverbal signals.

2. Give feedback with respectful redirection.

Since kids with ADHD can have trouble managing emotions, it helps to give feedback that's immediate, calm, and concise.

Respectful redirection is a positive behavior strategy you can use to give in-the-moment feedback without making a big deal of it. Address the issue with the student as quickly and as privately as possible.

Learn how to use respectful redirection.

3. Break directions into chunks.

Students with ADHD can have trouble following multi-step directions. One way to help is to break down directions into manageable chunks. This may take a little more of your time at the start of an activity. But it will save you and your students time, confusion, and frustration in the end.

Imagine that you're giving students class time to work on ongoing art projects. First, you could review the purpose of the project. Then go over the materials list and give students time to take them out. Once you've checked that all students have their materials, give clear instructions for how to continue working on the project.

Share with families how they can break down assignments at home.

4. Set a timer.

Knowing there's a limit to how long an activity will last can make it easier for students with ADHD to stay engaged. You can use a timer to show the time left in an activity or how much time until a break. Timers can also warn students about transitions.

Try projecting a physical timer on your document camera. Or use one of the many free classroom timers you can find online.

Keep in mind that timers can make some students nervous. If you have anxious students, try a different strategy.

5. Use checklists and schedules.

Time management and organization can be challenging for students with ADHD. They may have a hard time getting to class or finishing tasks on time. Or they may have trouble finding materials in their backpacks, lockers, or desks.

Schedules and checklists can help students get organized. You can also send home these organization printables so families can help their kids get organized.

6. Take brain breaks.

Sitting still for long periods of time can be hard for students with ADHD. Brain breaks can help by switching up what they're doing for a few minutes.

Brain breaks are quick, structured breaks using physical movement, mindfulness exercises, or sensory activities. Movement breaks like stretching give students a chance to get up and move around. Relaxing brain breaks like deep breathing can help calm students and allow their minds to settle enough to shift focus.

Explore different kinds of brain breaks.

7. Use wait time.

Students with ADHD sometimes rush to answer a question or say the very first thing that comes to mind. Wait time, or "think time," is a strategy that helps students with ADHD and those who need more time to process information.

With wait time, you ask a question and then pause for three to seven seconds before taking responses. This pause helps students think about their answers before sharing. And when students see that wait time is a part of your routine, they'll know they don't have to rush to give a response.

8. Teach with empathy.

Remember, students with ADHD don't mean to misbehave or get distracted. They're often trying as hard as they can to pay attention or stay organized. But ADHD can make it harder for them. When you keep this in mind and approach your students with empathy, you can help them feel understood and supported.

Learn more about teaching with empathy.

# data[].attributes.attachment_link.description
How can teachers support students with ADHD? Try these ADHD teaching strategies and tips to help students focus and follow directions. They're good for kids with ADHD but can benefit all students.

# data[].attributes.attachment_link.readable_text
Kids and young adults with ADHD can be extremely bright, creative, and helpful. These are often the learners coming up with new invention ideas, filling up a journal with intricate comic book drawings, and eager to answer all of your questions in class. With that said, learners with ADHD can struggle in the classroom setting. They might be prone to forgetting assignments, struggling to focus during lessons, misunderstanding directions, shouting out during discussions, and having difficulty with social situations.

Given all the strengths and challenges for kids with ADHD, these kids need their time to shine! Setting up some accommodations and supports can go a long way to helping learners with ADHD succeed.

Here are over 25 strategies educators can try to help learners with ADHD:

Give extra opportunities for movement. A few years ago, I signed one of my students up for an extra gym class. Other years, we spent our homeroom time in the gym running and playing basketball. Other options include having your student help pass out papers or giving them items to deliver to other classrooms (sometimes this can be real items you need to get places, or just a task to get the student up and moving). It can also be extremely helpful to incorporate movement into your actual lessons. Even just moving from center to center can give a student the break they need to do their best.

Consider flexible seating. Wobble stools are definitely one of my favorites! They give kids and young adults a chance to wiggle and move while still staying seated. Other options include yoga balls, floor seats, scoop rockers, or even standing while working.

Set up a work station in each class. Kids with ADHD can often struggle with organization and remembering to bring materials. While the goal is always to have those learners become more independent and learn strategies to become more organized, it's important they are not missing out on their education in the process. Set up a work station in each classroom with required books, paper, pencils, and other necessary resources that student may need. The idea is that those materials stay in the classroom and never leave, so that the student always has materials to get started on their work for the day.

Give clear verbal and written instructions. Kids with ADHD can struggle with following multi-step directions given all at once. Being concise and clear with your words can help kids understand exactly what they need to do. Further, providing directions in written AND verbal form can make sure students won't forget that information. It can be helpful to keep directions in one place on the board at all times. This routine can help kids know exactly where they should be looking if they are lost.

Teach executive functioning skills. Learning how our brains work can be such a powerful tool, especially for kids who already struggle with organization, planning, attention, managing emotions, and more critical executive functioning skills. Be explicit in teaching executive functioning skills to help empower kids and young adults and give them the skills they need for success.

Use checklists. I love checklists because they can be used for anything and they teach a critical life skill. If your student is forgetful about bringing materials home at night, put an end of the day checklist in their locker. If your student struggles with transitioning from one activity to another, add a transition checklist on top of their desk. It's important to note that students need to be taught how to use checklists and given lots of time to practice. Of course, the goal is that they will be able to use the checklist completely on their own!

Use a visual schedule. Kids with ADHD can have difficulty planning and understanding time. Using a visual schedule of what students will be doing can ease their minds and help them recognize what's coming up next. It can also reduce off-task questions during a lesson about when lunch or gym time is!

Explicitly teach how to organize. Getting and staying organized is not intuitive to many kids with ADHD. Take the time to teach strategies and plans for getting organized, including how to organize your binder, what your desk should look like, how to organize homework assignments, and developing an organized work space at home.

Incorporate routines. As much as possible, add routines into your classroom. While extra time is needed to teach and practice routines, this will pay off tremendously in the end. Routines help kids with ADHD know exactly what they need to do at what times. It takes the guess work out of situations like morning work, transitions, and reading time.

Schedule an organizing check-in time. Once a week, schedule a chunk of time dedicated for organizing materials. Friday can be a good day to do this so that the student is tidying up everything from the week and getting ready for the next. During this time, have the student use a checklist to go through their binders and materials, putting papers where they need to go. Truly ALL students can benefit from a weekly organization time, but it could be critical for kids with ADHD.

Use a thought journal. For students who struggle with talking out a lot, help them share their thoughts in a positive and more private way with a thought journal. They can write to you in their thought journal and have a spot for questions they want to look up later.

Incorporate brain breaks. A brain break is a short activity that helps "reset" the brain between academic tasks. Students with ADHD are often using up lots of brain power to pay attention, stay organized, manage their time, and use self-control in academic settings. Giving a quick brain break can help students feel refreshed and ready to start a new task.

Consider a digital homework log. If the student has a tablet or other electronic device, sometimes it helps to store homework there instead of on paper or a notebook that can get lost.

Teach about ADHD. Learners should know and own their individual strengths and weaknesses. Learning about their own ADHD can help kids understand the challenges in front of them and be more willing to use supports and strategies to help. It's important to not teach ADHD as an excuse for poor choices. Instead, focus more on self-awareness and the idea that we can improve when we know what challenges we are dealing with.

Give time for organization throughout the day. When switching from one task to another, kids are going to need a little bit extra time to put materials away in the right spot and take out what else they need. Moving along too fast, without stopping to get organized, can cause kids to just shove papers away mindlessly in their desks or books. This, of course, reinforces negative behaviors for disorganization. One simple solution is just taking a few extra minutes between transitions to help your student get situated and ready to go for the next task.

Use a timer. Help kids learn to recognize and understand the importance of time management and pacing with a timer. You can say, "We have 20 minutes to work on our writing prompts. During that time, we'll need to take out our writing journals, plan out ideas on paper, and write at least 2 paragraphs. I'm going to set the timer for 20 minutes." Visual timers are actually the best because they show how much time is left before they go off!

Focus on confidence-building. Many students with ADHD struggle with low self-esteem. Sometimes, this is hidden by silly attention-seeking behaviors, but don't let that fool you. A number of students with ADHD struggle in school socially, emotionally, and academically. You can teach skills for success and build confidence at the same time! Give the student a special job in class that only they are responsible for. Let the student teach the class about something they are an expert in. Have the student keep a list of all of their positive qualities and refer back to it when they need. These are just a few small examples that can build up over time.

Give time warnings. Help students improve their time management skills by giving warnings when 10 or 5 minutes of a lesson are left. You can even get in the habit of ringing a bell when there are 5 minutes left of a working period. This gives students a chance to plan, organize, and be ready to transition to what's next.

Practice social skills. It's no secret that kids with ADHD often struggle socially. If your student doesn't have a strong foundation of social skills, teach them! You can put together a small social skills group that targets skills they need. If your time is really limited and this isn't an option for you, talk to your school social worker or school counselor and see if it's an option for them. I have social skills resources for younger kids and lessons for older kids, too. Sometimes, kids have the foundation of social skills and still don't apply them, though. In this case, it's important to remember that the skills need constant practice, discussion, and reinforcement. Add some social skills task cards to your morning meeting time or between transitions to discuss social situations and how students should behave.

Incorporate behavior plans. Some students truly benefit from a structured behavior incentive plan. This is especially helpful for kids who just can't see far into the future. Students need to know after they finish these 3 (or any number) tasks, they will earn their free time. When you develop your behavior plans, it's extremely important to do it WITH your student. They are, of course, the whole reason for the plan! Not only does it help create buy-in, but your learner can give valuable information about what they'd like to earn most and what they think they can do to earn that reward. Keep in mind that behavior plans are not a "set it and forget it" intervention. Students with ADHD can often get "bored" of the reward and you might need to change things up frequently to help the student achieve success.

Reduce distractions. This one might seem obvious, but is sometimes overlooked. Be mindful about where you seat a student with ADHD. Right by the door, the pencil sharpener, the fan, or a window probably isn't the best idea. While these seats might be moderately distracting for a student without ADHD, it can be unbearably difficult for kids with ADHD. Consider the layout of your classroom and develop a working space that works for your student. Other distractors might include artwork hanging from the ceiling or colorful bulletin boards. This isn't to say you can't have these things in your classroom, but it's important to be mindful about them when you have a student with ADHD.

Give positive feedback. As much as possible, focus on positive and specific feedback for your student. Kids with ADHD are prone to hearing lots of negatives sometimes. This can be extremely challenging for them and even cause learned helplessness. When the student is starting their work, let them know by saying, "Nice job getting started on your writing right away, and look how much you got done because of it!"

Chunk long-term projects. Whether a project is due in 3 days or 2 weeks, kids with ADHD are likely to struggle with any type of long-term assignment without support and scaffolding. So often, these students have wonderful and robust ideas, but lack the ability to plan, organize, and manage their time well enough to see those ideas through. Create mini-deadlines along the way for each project to provide structure. Conference with the student and give them a schedule or timeline of the mini-deadlines. Each deadline should specify what needs to be completed by which date. Then, at each deadline, it's important to truly check in with the student and hold them accountable for what is due. Give feedback and make a plan going forward to the next deadline. At first, it's likely an adult will have to spell out many of these tasks for their students. With time and practice, you should work towards discussing, collaborating, and creating mini-deadlines together in a conference so that students will eventually be able to chunk long-term projects on their own.

Incorporate hands-on learning. Simply put, kids with ADHD learn best when they are doing! Try to add opportunities for kids to experience learning in a hands-on and interactive way. For example, after reading a novel, have students work together to act out a scene. If you are studying cells in science class, let your students create a model out of materials to present. Being creative with hands-on learning experience can make a huge difference for some learners with ADHD.

Offer choices. Giving students simple choices can be a win-win for both the student and teacher. You can offer choices on which work is to be completed and how work is completed. When studying different states in the United States, let your learner select which state to research on his or her own. If you are focusing on paragraph writing, ask if they want to write in pencil, pen, or with a gel pen. As silly as it sounds, small choices go a long way. They can make dull tasks fun, exciting, and personalized. Sometimes, this is just what a kid with ADHD needs to get and stay motivated!

Partner with families. Reach out to families early and always start with the positive! This sets the tone in a way paved for success. It's important to also meet with the family early on to discuss strengths, challenges, and goals. Sometimes, it can be helpful to have a weekly progress check through phone or email just to let the parents know how your student is working towards those goals. Other times, a daily behavior log that needs to be signed by parents is best. Keep in mind that if your student needs incentives, home-based ones can often be very powerful. Discuss how you can work together to get the child what he or she wants while also progressing towards success in the classroom.

Schedule toughest academics early. If you can, schedule your student's toughest academics in the morning. Students are more likely to be focused and on-task earlier in the day than in the afternoon. Sometimes, I know this just can't be done, but if you can, it could make a big difference.

Use peer role models. Consider seating your learner next to a peer role model in the class who can model on-task behaviors and positive decision-making skills. It is important and healthy to switch students every so often so that one student doesn't end up relying on another.

Teach positive self-talk. Kids and young adults with ADHD unfortunately hear a lot of negative feedback. It's important to keep them confident and strong while working on their challenges. One simple way to do that is to teach them how to use positive self-talk, a strategy they can keep with them wherever they go.

Provide fidgets. Before using any fidgets, it's most important to actually teach how to use them. Students should understand that they are tools and not just something to play with. It's simple: If they are helping the student focus, they're working! If they are more of a distraction, they should be put away. Stress balls, Velcro strips, and putty are a few easy-to-find fidgets you can try out in the classroom.

What other supports and strategies do you use for your learners with ADHD? I'd love to hear!

# data[].attributes.attachment_link.description
Kids and young adults with ADHD can be extremely bright, creative, and helpful. These are often the learners coming up with new invention ideas, filling up a journal with intricate comic book drawings, and eager to answer all of your questions in class.

# data[].attributes.attachment_link.readable_text
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

# data[].attributes.attachment_link.description
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.