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Learn about CAST’s Universal Design for Learning framework, fostering inclusive educational experiences and improving learning outcomes for all learners.

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Video Showcase Episode 1: Rethinking Self-Direction Work-Study Practices [ Slide Dec k | Transcrip t] Episode 2: Exploring Self-Direction Evidence Collection Tools [ Slide Deck | Transcript] Presentation: Practical Tool to Encourage Self-Direction Among Students for In-Person and Remote Learning [ Slide Deck | Transcript]

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Find information on ADHD and learning disabilities like dyslexia and dyscalculia. Get recommended resources - from expert-vetted articles to personal stories.

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Use existing curriculum, or generate standards-aligned content with real, cited sources.

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Use existing curriculum, or generate standards-aligned content with real, cited sources. Choose a grade level and language, and watch Diffit create complete, differentiated resources. ✅

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Station Rotation: Differentiating Instruction to Reach All Students

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Step-by Step Lesson Planning Using Universal Design for Learning

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National Center on Universal Design for Learning

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UDL Guidelines in Practice: Grade 1 Mathematics

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National Center on Universal Design for Learning

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UDL Guidelines in Practice: Grade 5 Language Arts

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A Universal Design for Learning Approach to Lesson Planning for Special Education

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Write your responses to questions in the comments below.

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Feb. 29th: Book pick-up

March 14th: Chapters 1-2

March 28th: off campus

April 11th: Chapter 3

April 25th: Chapters 4-5

May 9th: Chapter 6

May 23rd: Chapters 7-8

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What is the distinction between goals and outcomes?

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What is the distinction between goals and outcomes?

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Here is an introduction to MTSS

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At a glance

MTSS is a framework many schools use to provide targeted support to struggling students.

The goal of MTSS is to intervene early so students can catch up with their peers.

It screens all students and aims to address academic and behavior challenges.

MTSS stands for multi-tiered system of supports. It's a framework many schools use to give targeted support to struggling students. You may also hear it called the MTSS framework, the MTSS process, or the MTSS model.

MTSS is designed to help schools identify struggling students early and intervene quickly. It focuses on the "whole child." That means it supports academic growth, but many other areas, too. These include behavior, social and emotional needs, and absenteeism (not attending school).

The tiers of support are a huge part of MTSS. They get more intense from one level to the next. For example, a child getting small group interventions may need to "move up" to one-on-one help.

MTSS supports the adults at the school, too. The Every Student Succeeds Act (ESSA) - the main education law for public schools - cites MTSS as a way to increase teacher effectiveness. ESSA gives states funding that can be used for professional development to help teachers use MTSS.

MTSS isn't the same thing as response to intervention (RTI). MTSS is more comprehensive. But it may include the three tiers of RTI.

About the author

About the author

Peg Rosen writes for digital and print, including ParentCenter, WebMD, Parents, Good Housekeeping, and Martha Stewart.

Reviewed by

Reviewed by

Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

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MTSS stands for multi-tiered system of supports. It's a framework many schools use to give targeted support to struggling students. Read about the MTSS model and process.

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This will be out of pocket.

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Coaching UDL - Online Course for coaches, department heads and leaders

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Gain confidence in coaching others in their journey to implement UDL. The course will provide the skills to transform your school's approach to inclusion

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There is a team working on an acceptable use policy. We will update once it is ready.

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This first chapter of UDL Now introduces the concept of Universal Design for Learning (UDL), which is a framework that aims to provide all learners with equal opportunities to succeed in education. The chapter begins by explaining the origins of UDL and how it evolved from the principles of Universal Design, which were initially developed to create accessible environments for individuals with disabilities.

The author highlights the importance of acknowledging and addressing the variability of learners in the classroom. Traditional education approaches tend to adopt a one-size-fits-all model, which can lead to marginalization and limited access to learning for students with diverse needs. UDL, on the other hand, emphasizes the need for flexible instructional practices that can be personalized to meet the needs of all learners.

The chapter delves into the three fundamental principles of UDL: Multiple Means of Engagement, Multiple Means of Representation, and Multiple Means of Action and Expression. Each principle is explained in detail, providing examples and strategies for implementing UDL in the classroom.

Multiple Means of Engagement focuses on stimulating and sustaining learners' interest and motivation. It encourages educators to provide options that cater to different learners' preferences, interests, and backgrounds. This principle recognizes the importance of creating a positive and inclusive learning environment that fosters engagement and active participation.

Multiple Means of Representation emphasizes the need for diverse ways to present information to learners. By providing multiple modalities and formats, educators can ensure that learners have access to information in a way that aligns with their strengths and preferences. This principle encourages the use of various media, technologies, and resources to support learners' understanding and comprehension.

Multiple Means of Action and Expression focuses on providing learners with flexible options for demonstrating their knowledge and skills. This principle promotes the idea that learners should have a variety of ways to express what they have learned, taking into account their strengths, preferences, and potential barriers. It encourages educators to offer alternatives for assessments and assignments to allow for individualized and inclusive learning experiences.

The chapter concludes by emphasizing the significance of UDL in promoting equity, access, and success for all learners. It highlights the transformative potential of UDL in reshaping educational practices to meet the needs of diverse learners.

Please note that this summary is based on my understanding and interpretation of the chapter. For a more comprehensive understanding, I recommend referring to the actual text.

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Chapter 2 of "UDL Now, 3rd edition" explores the first principle of Universal Design for Learning (UDL), which is Multiple Means of Engagement. This principle focuses on how educators can create a learning environment that engages and motivates all learners, taking into account their individual interests, preferences, and backgrounds.

The chapter begins by discussing the importance of engagement in the learning process. It highlights that when learners are motivated and interested, they are more likely to be actively involved in their own learning, leading to improved outcomes. By providing multiple means of engagement, educators can tap into learners' intrinsic motivation and foster a love for learning.

The author explores various strategies and approaches that can be used to promote engagement. These include offering choices and options, providing meaningful and relevant learning experiences, incorporating technology and media that align with learners' interests, and creating a positive and inclusive classroom culture.

The chapter emphasizes the significance of building relationships and connections with learners. By getting to know their interests, strengths, and challenges, educators can personalize the learning experience to maximize engagement. It also highlights the importance of considering learners' cultural backgrounds and providing opportunities for them to connect their own experiences and perspectives to the content being taught.

The author also discusses the role of emotion in engagement. Recognizing that emotions play a significant role in learning, educators are encouraged to create a positive emotional climate in the classroom. This can be achieved by fostering a sense of belonging, creating a safe and supportive learning environment, and promoting a growth mindset.

Throughout the chapter, the author provides practical examples and case studies that illustrate how educators have successfully implemented the principles of Multiple Means of Engagement in their classrooms. These examples highlight the positive impact that UDL can have on learner engagement and motivation.

In conclusion, Chapter 2 of "UDL Now, 3rd edition" underscores the importance of creating engaging and motivating learning experiences for all learners. By incorporating multiple means of engagement, educators can tap into learners' interests, preferences, and backgrounds, leading to increased participation and improved learning outcomes.

Please note that this summary is based on my understanding and interpretation of the chapter. For a more comprehensive understanding, I recommend referring to the actual text.

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Chapter 3 explores the second principle of Universal Design for Learning (UDL), which is Multiple Means of Representation. This principle focuses on how educators can provide learners with diverse ways of accessing and comprehending information, taking into account their individual strengths, preferences, and needs.

The chapter begins by discussing the importance of providing multiple means of representation to ensure that learners have equitable access to information. It highlights that individuals differ in how they perceive and comprehend information, and therefore, using a variety of modalities and formats can enhance understanding and engagement.

The author explores various strategies and approaches that can be used to implement Multiple Means of Representation. These include providing options for different sensory modalities, such as visual, auditory, and kinesthetic, to accommodate learners' preferences and strengths. It also emphasizes the importance of using clear and concise language, providing scaffolding and supports, and using visuals and multimedia to enhance comprehension.

The chapter delves into the role of technology in supporting Multiple Means of Representation. It discusses how technology can provide access to information through text-to-speech, closed captioning, and translation features, among others. The author also highlights the importance of considering learners' cultural and linguistic backgrounds to ensure that representation is inclusive and relevant.

The chapter emphasizes the significance of providing multiple means of representation in different subject areas and content domains. It explores strategies specific to disciplines such as mathematics, science, and language arts, providing examples of how educators have successfully implemented UDL principles in these contexts.

Throughout the chapter, the author provides practical examples and case studies that illustrate how educators have effectively implemented Multiple Means of Representation in their classrooms. These examples highlight the positive impact that UDL can have on learners' comprehension, engagement, and overall learning experience.

In conclusion, Chapter 3 of "UDL Now, 3rd edition" underscores the importance of providing learners with diverse ways of accessing and comprehending information. By incorporating multiple means of representation, educators can ensure that all learners have equitable access to content and can engage with it in ways that align with their strengths and preferences.

Please note that this summary is based on my understanding and interpretation of the chapter. For a more comprehensive understanding, I recommend referring to the actual text.