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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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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.

UDL Rising to Equity

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. Do you use social media? Join the conversation happening now in the #UDLrising hashtag.
Meet the UDL Rising to Equity Advisory Board Meet the UDL Rising to Equity Stakeholder Council

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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.

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The Problem

This tool will help you go from borrowed, bought, or mandated lesson to a more inclusive lesson for all. Many teachers plan their instruction by using existing lesson plans. Starting with a lesson that comes from a curriculum package, online site, or colleague may save time, but also requires adjustment to meet your needs as a teacher and the needs of your students, especially those with significant cognitive disabilities. Think about your student with significant cognitive disabilities and what you are teaching, and let's get started!

Grab your lesson and let's get started! How much time do you have?

Select a timeframe to begin working on your lesson:

In 5 minutes: you will identify the most important content (what) and instructional strategies (how) in the lesson.

In 15 minutes: you will dig deeper into lesson design and get ideas to implement a specific instructional strategy to reduce barriers for students, including students with significant cognitive disabilities.

In 45 minutes: you will have the opportunity to build your own skills or facilitate learning opportunities for all students, including a student with significant cognitive disabilities.

Let's connect with your colleague

All rights reserved. Any or all portions of this document may be reproduced without prior permission, provided the source is cited as:

TIES Center is supported through a cooperative agreement between the University of Minnesota and the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education (# H326Y170004). The Center is affiliated with the National Center on Educational Outcomes (NCEO) which is affiliated with the Institute on Community Integration (ICI) at the College of Education and Human Development, University of Minnesota. The contents of this report were developed under the Cooperative Agreement from the U.S. Department of Education, but do not necessarily represent the policy or opinions of the U.S. Department of Education or Offices within it. Readers should not assume endorsement by the federal government. Project Officer: Susan Weigert

The National Center on Educational Outcomes (NCEO) leads the TIES Center partnership. Collaborating partners are: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North-Carolina-Charlotte, and the University of North Carolina-Greensboro.

TIES Center

University of Minnesota

Institute on Community Integration

2025 East River Parkway
Minneapolis, MN 55414 Phone: 612-626-1530 www.tiescenter.org
This document is available in alternate formats upon request.

The University of Minnesota is an equal opportunity employer and educator.

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TIES Lessons for All: 5-15-45 | TIES Lessons for All: The 5-15-45 Tool

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This tool will help you go from borrowed, bought, or mandated lesson to a more inclusive lesson for all. Many teachers plan their instruction by using existing lesson plans. Starting with a lesson that comes from a curriculum package, online site, or colleague may save time, but also requires adjustment to meet your needs as a teacher and the needs of your students, especially those with significant cognitive disabilities.

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Fifteen Minutes

"We only have 15 minutes!" 15 minutes gives you more time to make this a great lesson for all. Collaborate with a colleague using the prompts below. No lesson is perfect so let's identify one barrier to learning for students with disabilities, including students with significant cognitive disabilities, and create solutions that will support the whole class.

Discussion Guiding Questions

Success Indicators

Content

What is the content of this lesson?

What is the most essential content for all learners to know?

We have a mutual understanding of the essential content of this lesson.

Instruction

What are the instructional strategies and activities in this lesson?

What instructional strategies and activities are most helpful for teaching the essential content?

We can ensure that our instructional activities teach the essential content.

What is one barrier to learning we anticipate for our student with significant cognitive disabilities?

Is it related to student interest or engagement?

Is it related to the student's background knowledge (e.g., vocabulary)?

Is it related to how the student shows what they know (i.e., how they communicate?)

We have identified at least one barrier for the student with significant cognitive disabilities.

Now, let's come up with one way to remove this barrier.

We are changing our instruction so that it removes barriers.

Maximize your Impact: How could other students benefit from this new instructional strategy or option?

We have considered how this new instructional strategy or option could benefit all students.

Download printable discussion template (Google Doc)

Allison, a general education teacher, and Deb, a special education teacher, model use of the 15-minute guided discussion tool.

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TIES Lessons for All: 5-15-45 | Fifteen Minutes

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"We only have 15 minutes!" 15 minutes gives you more time to make this a great lesson for all. Collaborate with a colleague using the prompts below. No lesson is perfect so let's identify one barrier to learning for students with disabilities, including students with significant cognitive disabilities, and create solutions that will support the whole class.

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The Improving Instructional System Coherence Toolkit

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The Coherent Instructional Systems toolkit is intended to help district and school leaders—in teams with teachers and other instructional staff—investigate and reflect upon the extent of coherence within their instructional systems, with the goal of improving coherence.

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Strengthen teacher-student connections to uplift and integrate student voice for thriving classrooms. Along can help transform your school into a community.