# 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.

# data[].attributes.headline
8.3 Foster collaboration and community (Rigel)

# data[].attributes.subject
8.3 Foster collaboration and community (Rigel)

# data[].attributes.body
This is where we attempt to create cooperative learning groups with clear goals, roles and responsibilities by encouraging and support opportunities for peer interactions and supports

A scenario where this would be implemented would be with respect to supporting a student ADHD who struggles with independent work. It would mean providing options for small group work during class may assist the learner. Providing clear goals and roles but also posting them on board to provide visual support will help all learners by setting out clear expectations.

# data[].attributes.headline
7.1 Optimize individual choice and autonomy (Zahra)

# data[].attributes.subject
7.1 Optimize individual choice and autonomy (Zahra)

# data[].attributes.body
This is where educators can offer choices and agency to students in how objectives, learning goals, and learning outcomes can be reached. Teachers  offering learners choices can develop self-determination, pride in accomplishment, and increase how connected they feel to their learning.

A scenario may be working to determine individual strengths and allow students to demonstrate their learning in various ways. While keeping the same learning goals/outcomes for all students, students can be provided with multiple options to demonstrate their learning for a particular topic. For example, rather than simply asking a student to write an essay, they can be provided with multiple means to demonstrate their learning/research on a particular topic. This can allow students to draw from their own skills and highlight their strengths.

Some examples can be:

- Essay (highlights strong writing skills)

- Video (great for students who like editing/visual works)

- PowerPoint presentation (great for students who prefer visual works)

- Podcast (good for students with strong speaking skills)

- Artistic piece with written portion (this is awesome for students who love art and creative pieces, while ensuring they have supporting text/audio that demonstrates their learning)

# data[].attributes.headline
6.1 - Guide appropriate goal-setting (Amirthaa)

# data[].attributes.subject
6.1 - Guide appropriate goal-setting (Amirthaa)

# data[].attributes.body
This is where students are given the support and assistance they need to be able to create their own goals, rather than use goals given to them by teachers. Students learn how to set realistic goals through scaffolds that teachers provide.

A scenario where this could be implemented might be when students  struggle to stay on task and create a schedule or a list of goals. Guiding students in the process of creating goals when it comes to learning specific course topics or achieving certain skills is a great way to scaffold goal-setting. Giving students reminders of course deadlines and putting it in obvious places such as in the beginning or end of the slides or written on the board will help them visualize what tasks need to be completed. Writing deadlines in the order of when they are due will help students with prioritizing the tasks. A checklist of tasks or requirements can also be provided for assignments which will help break down the assignment into smaller parts and help students set smaller goals based on each task or requirement.

# data[].attributes.headline
5.1: Use Multiple Media for Communication (Vanessa)

# data[].attributes.subject
5.1: Use Multiple Media for Communication (Vanessa)

# data[].attributes.body
This is where educators give their students the option to use a variety of different sources of media to complete a task, allowing students to have a say over the way this wish to express themselves. The only exception to this guideline is whether the student is being assessed on their use of a particular medium. There is a focus on composition in this guideline as opposed to resorting to a single medium of completing a task (i.e writing).

A scenario would relate to the general challenges that comes with expressing thoughts through writing or other traditional modes of composition in an academic environment. Typically, ADHD can make it difficult to get thoughts down on papers especially if it is handwritten, so giving students the option to complete the task using another medium could be an easier and more enjoyable alternative to writing. Additionally, this can channel the creativity of the student. Thinking in an English classroom in particular, unless a teacher is assessing student writing, there are numerous opportunities for students to use technology and other sorts of media like artistic visual compositions to display their thinking and learning.

# data[].attributes.headline
1.2 Offer alternatives for auditory information (Massimo)

# data[].attributes.subject
1.2 Offer alternatives for auditory information (Massimo)

# data[].attributes.body
This is where key information in the classroom may be located and legible in both visual and verbal format. It is also an opportunity to provide a way for students to know, process, and understand what they are expected to be doing at their own pace by having the information be presented in alternative means outside of auditory delivery alone, which can be lost in noisy rooms for many.

A scenario might be presenting key bullet point information on slides, rather than walls of text, during a lecture. It may also include visual diagrams or representations of concepts to help organize information in an alternative format that may use less cognitive load. An agenda written on the board with instructions of the day’s class can also help in providing a clear agenda of the tasks to focus on.

# data[].attributes.headline
Checkpoint 3.2; Highlight patterns, critical features, big ideas, and relationships (Nazia)

# data[].attributes.subject
Checkpoint 3.2; Highlight patterns, critical features, big ideas, and relationships (Nazia)

# data[].attributes.body
This is where educators are providing various resources to students during the learning process; physical, verbal, and visual additions to students that highlight key elements, graphic organizers and diagrams to provide an outline in their allocation of text and information, and explicit cues or prompts to assist learners reach these features.

A scenario where this strategy would be implemented might be having multiple platforms for students to present their knowledge. You can have a graphic organizer, a form of media, and an online document/visual as choices for students during the assessment of learning. Students can choose what works best for them. Ideally this gives students the chance to express their knowledge in a way that explores their strengths.

# data[].attributes.headline
4.2 Optimize access to tools and assistive technologies (Adrian, Annie, Amy) 

# data[].attributes.subject
4.2 Optimize access to tools and assistive technologies (Adrian, Annie, Amy) 

# data[].attributes.body
This is where we provide students with tools to help them engage in classroom learning. Specifically, it is through the use of Assistive Technologies that we can better support students in participation in classroom learning. As such, the lesson must be designed in a way to create physical accessibility.

A scenario where this could be implemented includes a situation where students are struggling with hyperactivity might be providing students with the use of computers to engage in in-class responses. Specifically, using custom overlays for touch screen and keyboards, or the use of SMART boards to support in-class learning. SMART boards are, in our view, a great way of inviting learners into the learning process through a kinesthetically driven medium. Students are able to use the various SMART board markers to draw on the board, while using a wide variety of tools to communicate their learning. Furthermore, SMART boards can be used in a multidisciplinary approach, supporting learning in classes ranging from English to math and science to music. The SMART board is also great because it gets students moving, since they have to get out of their seats.

# data[].attributes.headline
6.1 Guide Appropriate Goal-Setting (Sean)

# data[].attributes.subject
6.1 Guide Appropriate Goal-Setting (Sean)

# data[].attributes.body
This is where students are assisted with personal goal-setting to guide their work to develop their skill of effective goal-setting. Some examples are: Posting goals, objectives, and schedules in an obvious place and providing guides and checklists for scaffolding goal-setting.

A scenario for supporting ADHD might be within a class, having the upcoming due dates for assessments on a large whiteboard. Another scenario would be splitting larger assessments into phases with detailed guides for each to help break it down into smaller, more achievable goals.

# data[].attributes.headline
Meeting student learning diversity in the classroom

# data[].attributes.subject
Meeting student learning diversity in the classroom