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This resource provides detailed descriptions about the three main principles: engagement, representation, and action/expression. This resource is key to understanding UDL because it provides the research-based framework that supports all UDL practice.

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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.

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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.

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This website offers professional development services including online courses, consulting, coaching, and collaborative learning opportunities. This resource is valuable because it offers multiple formats to accommodate different learning preferences and contexts.

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Enhance your teaching skills with CAST’s PreK-12 professional development programs, designed to improve student outcomes and support inclusive education.

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This online module provides interactive learning experiences that helps educators in understanding UDL principles and applications. This resource is useful because it exemplifies UDL by using engagement, representation, and expression in its own design.

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This module examines the Universal Design for Learning (UDL) framework and discusses how educators can apply UDL to proactively design learning experiences that are flexible enough to challenge and engage all students and that promote learner agency (est. completion time: 2.5 hours).

This module was developed in collaboration with CAST.

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2023 Vanderbilt University. All rights reserved.

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Universal Design for Learning: Designing Learning Experiences That Engage and Challenge All Students

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This module examines the Universal Design for Learning (UDL) framework and discusses how educators can apply UDL to proactively design learning experiences that are flexible enough to challenge and engage all students and that promote learner agency (est. completion time: 2.5 hours). This module was developed in collaboration with CAST.

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This site offers editable planning tools based on CAST UDL Guidelines 3.0. They're essential for colleague training because they provide templates that educators can immediately use.

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The UDL Implementation Rubric was authored by Melissa Toland, and you can read more about it here. This is an adapted version of The UDL Progression Rubric by Dr. Katie Novak and Dr. Kristian Rodriguez. In the original version, teachers can self-evaluate their performance on each individual checkpoint of the UDL guidelines, whereas the adapted version is less specific in scope and focuses on performance in more general terms in the following areas: multiple means of engagement, multiple means of representation, and multiple means of action and expression. You can view this rubric to see where you may be in your UDL journey across a spectrum ranging from UDL explorer to UDL idol. Click the link below to download the pdf version of this document.

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Check out UDL links for more helpful tools

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This guide explains UDL as a teaching approach that eliminates unnecessary learning barriers. This resource is particularly valuable for education contexts because it provides a clear, academic perspective on UDL implementation.

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Universal design for learning (UDL) is a teaching approach that works to accommodate the needs and abilities of all learners and eliminates unnecessary hurdles in the learning process. This means developing a flexible learning environment in which information is presented in multiple ways, students engage in learning in a variety of ways, and students are provided options when demonstrating their learning.

UDL is similar to universal instructional design and universal design for instruction. All three advocate for accessible and inclusive instructional approaches that meet the needs and abilities of all learners.

Why Use UDL?

Incorporating universal design principles enhances an inclusive learning environment.

Designing a course to accommodate a wider variety of needs may eliminate potential learning barriers or unnecessary learning obstacles. If a course can be designed at the onset to do this, then why not?

Providing students with multiple means of perceiving, comprehending, and expressing their learning allows students to engage with the material in a way that most benefits them, and also encourages students to engage with material to improve in areas in which their skills are not as strong.

Considerations for UDL

Provide Options for Perception - Based on the premise that learners access information differently, this principle means providing flexible and multiple ways to present information. For example, using PowerPoint as a visual supplement to your lecture.

Provide Options for Expression - Since learners vary in their abilities to demonstrate their learning in different ways, this principle means providing flexible and multiple ways to allow students to express their knowledge or demonstrate their skills. For example, providing students an option of writing a final exam or submitting a final assignment.

Provide Options for Comprehension - Students are motivated to learn for different reasons and vary in the types of learning activities that keep them engaged. This third principle means providing multiple ways for engaging in course activities. For example, engaging students in both group work activities and individual work, as opposed to engaging students only in individual work.

Remember that providing choices does not mean changing course expectations (e.g., if your course learning outcomes includes being able to communicate in writing, students need to demonstrate their learning through a written assignment).

Getting Started with UDL

If you have already designed a course, reflect on how it is going. What current course activities, methods of instruction, and assessments are working well? What is your teaching style and what are your students' learning modalities? Ask yourself which students would likely do well in your class and which students might struggle.

Could you offer more flexibility in the way you present content, the way students engage in learning in your course, and the way they are assessed?

Have students choose from a selected bank of assignment topics or at the beginning of the semester, allow students to determine what percentage of their grade can be dependent on certain assessment options.

Check in with your students to see how things are going by conducting a mid-semester evaluation.

As with any teaching strategy, reflect on how it went. Did it work for you? For your students? Were students able to attain the course learning outcomes? Make necessary adjustments for your next semester.

See more on UDL principles and how they can be applied, or use a course accessibility checklist to check how accessible your course is.

References

Burgstahler, S., & Cory, R. (2008). Universal design in higher education: From principles to practice . Cambridge, MA: Harvard Education Press.

Rose, D. H., Harbour, W. A., Johnston, C. S., Daley, S. G., & Abarbanell, L. (2006). Universal design for learning in postsecondary education: Reflections on principles and their applications. Journal of Postsecondary Education and Disability, 19 (2), 135-151.

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Universal Design for Learning | Center for Teaching Innovation

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Universal design for learning (UDL) is a teaching approach that works to accommodate the needs and abilities of all learners and eliminates unnecessary hurdles in the learning process. This means developing a flexible learning environment in which information is presented in multiple ways, students engage in learning in a variety of ways, and students are provided options when demonstrating their learning.

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This UDL Self-Check is a reflective assessment tool that helps educators evaluate their curriculum against UDL principles. This is important because it promotes analysis of existing practices.

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LINCS | Adult Education and Literacy | U.S. Department of Education

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The UDL self-check helps expand teachers expand their teaching strategies to reach all learners. Choose a unit or a lesson that is ineffective for some students and use the UDL Self-Check to help overcome barriers the curriculum (goals, methods, materials, and assessment) may pose for them. Evaluate each curriculum element, think about them, and write self-reflections.

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This resource presents UDL as a framework for welcoming learner variability. It demonstrates how UDL is not about lowering standards or providing accommodations, but about creating flexible and inclusive learning environments that benefit everyone.

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Centre for Teaching Support & Innovation

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Universal Design for Learning - Centre for Teaching Support & Innovation

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Several models of Universal Design are currently used in Higher Education. In CTSI, we promote the use of Universal Design for Learning (UDL), a framework that allows for multiple means … Universal Design for Learning Read More »

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The collection provides comprehensive support for making courses and materials more accessible through universal design principles. This resource is valuable because it provides international perspectives on UDL implementation.

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WebsitesCentre for Applied Special Technology (CAST)CAST is a non-profit education research and development organization that created the Universal Design for Learning framework, now used the world over to make learning more inclusive.UDL on CampusThe definitive website on using UDL in higher education. CAST provides professional development, an electronic guide, videos, case studies, and links to other sources/resources.