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PreK-12: Instructor-Led Course

In this introductory online course for preK-12 educators, participants learn the research basis for UDL, practical applications of UDL to lesson design, and helpful technology tools that support flexible, inclusive instruction.

Monday, September 11 - Monday, December 11, 2023

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Find out more about CAST. We're busting barriers to learning, until learning has no limits®.

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PreK-12: Instructor-Led Course

In this introductory online course for preK-12 educators, participants learn the research basis for UDL, practical applications of UDL to lesson design, and helpful technology tools that support flexible, inclusive instruction.

Monday, September 11 - Monday, December 11, 2023

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Find out more about CAST. We're busting barriers to learning, until learning has no limits®.

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CAST is a multifaceted organization with a singular ambition: Bust the barriers to learning that millions of people experience every day. We do this by helping educators and organizations apply insights from the learning sciences and leading-edge practices to educational design and implementation.

Learn about our mission and values

UDL your way!

We're celebrating a decade of bringing together thousands of educators from around the globe to network, collaborate, research, share, and learn together about Universal Design for Learning. Join us in-person or virtually March 14-15, 2023 in Orlando, FL and online.

Learn more & register

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Are you looking for effective ways to design and lead professional development? Gain new insights, templates, and guidance to apply the art and science of helping people put professional learning into practice.

Wednesday, November 2 - Thursday, November 10, 2022

Join us for a deep dive into systemic, school wide UDL implementation. Registration includes one full-day professional learning event and three follow-up sessions.

8:30AM - 3:30PM ET on Monday, December 12, 2022

We'll be celebrating a decade of bringing together thousands of educators from around the globe to network, collaborate, research, share, and learn content centered on Universal Design for Learning.

Tuesday, March 14 - Wednesday, March 15, 2023

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CAST is a multifaceted organization with a singular ambition: Bust the barriers to learning that millions of people experience every day. We do this by helping educators and organizations apply insights from the learning sciences and leading-edge practices to educational design and implementation.

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Executive function is a set of mental skills that include working memory, flexible thinking, and self-control. We use these skills every day to learn, work, and manage daily life. Trouble with executive function can make it hard to focus, follow directions, and handle emotions, among other things.

Some people describe executive function as "the management system of the brain." That's because the skills involved let us set goals, plan, and get things done. When people struggle with executive function, it impacts them at home, in school, and in life.

There are three main areas of executive function. They are:

Executive function is responsible for many skills, including:

Paying attention

Organizing, planning, and prioritizing

Starting tasks and staying focused on them to completion

Understanding different points of view

Regulating emotions

Self-monitoring (keeping track of what you're doing)

Executive functioning skills usually develop quickly in early childhood and into the teen years. But they keep developing into the mid-20s. When kids are younger, some may lag behind peers for a while. As they get older, though, they may have fewer challenges as teens and young adults.

People struggling with executive skills may:

Avoid COVID Slide with tips and tools designed to help your child return to the classroom.

Have trouble starting and/or completing tasks

Have difficulty prioritizing tasks

Forget what they just heard or read

Have trouble following directions or a sequence of steps

Panic when rules or routines change

Have trouble switching focus from one task to another

Get overly emotional and fixate on things

Have trouble organizing their thoughts

Have trouble keeping track of their belongings

Have trouble managing their time

Trouble with executive function isn't a diagnosis or a learning disability. But it's common in people who learn and think differently. Everyone with ADHD has trouble with it. And lots of people with learning challenges struggle with executive function, too.

These difficulties can cause trouble with learning. But they don't mean that people are lazy or not intelligent. People who struggle with executive function are just as smart and work just as hard as other people.

There's been a lot of research into what causes trouble with executive function and ADHD. Here are two main factors.

Also, trouble with executive function often occurs with learning challenges.

Learning disabilities don't always involve a problem with executive function. But it's not uncommon for kids with dyslexia or dyscalculia , for example, to also have trouble with executive skills. Learn how problems with executive function can impact reading and math.

Slow processing speed isn't a problem with executive function. But it can cause trouble with it. Learn more about slow processing speed.

Testing should be done as part of a full evaluation that looks at many areas of learning and thinking. These evaluations, which schools do for free, are often done by psychologists. But there are other types of professionals who do this type of testing.

Some of these same professionals offer treatments and approaches like:

Behavior therapy and cognitive behavioral therapy (CBT). Behavior therapy helps people replace negative behaviors with positive ones. CBT helps kids deal with thoughts and feelings and manage behavior.

Medications. There are no medications just for executive function, but there are medications for ADHD.

Organizational coaching. These are consultants you can hire. They're not tutors who help build academic skills. Instead, they work on building organization and time management skills. They can also work on study skills. Learn more about organizational coaches.

For educators: Learn about strategy instruction as a teaching practice that can help these students.

You can think of executive function as "the management system of the brain."

It includes skills like self-control, organization, and flexible thinking.

People with ADHD struggle with executive function.

About the Author

About the Author

The Understood Team is made up of passionate writers, editors, and community moderators. Many of them learn and think differently, or have kids who do.

Reviewed by

Reviewed by

Philip D. Zelazo, PhD is the Nancy M. and John E. Lindahl Professor at the Institute of Child Development, University of Minnesota.

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Executive function is a set of mental skills that include working memory, flexible thinking, and self-control. We use these skills every day to learn, work, and manage daily life. Trouble with executive function can make it hard to focus, follow directions, and handle emotions, among other things.

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Teaching Students to Become Self=Advocates

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Teaching Students to Become Self=Advocates

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A MiddleWeb Blog

Right from the start, let's agree that one of a teacher's hopes is to create learning experiences that connect with students and create a sense of excitement and success. Are you with me? OK, great! Let's go...

My last post was about the value of teaching executive functioning skills to guide students' decision making and self-regulation. This week, let's take the idea of empowering students even deeper.

Let's consider providing our students with the experience of becoming strong self-advocates. Andrew Lee defines self-advocacy as "the ability to speak up for what you need." These skills are typically taken for granted as teachers focus on their content area specialty. But co-teachers, don't let that happen to you! Be mindful to empower your students to advocate for their own learning.

For the most part, students develop these skills over time. Before going any further, let's take a quick peak at what self-advocacy is. Check out Wrightslaw to get all the information to get you started. Although self-advocacy is important for all students, students with disabilities often require direct instruction to help develop these skills.

Many struggle with the language, social, or pragmatic skills needed to express their needs. Many students get used to well-intentioned (or just plain busy!) parents or teachers who end up enabling students by doing too much for them. So keep reading! And think about how you and your co-teacher may empower your students to truly take charge of their learning...and their lives.

Need more convincing? There is no better way to spend time than to take the next 3 minutes and 28 seconds (make sure you watch the whole thing; it's worth it!) to check out Christopher's Self-Advocacy Story in his own words.

Another inspiring student shares his voice in a huge way - check out his story: Anthony True Trains Other Students With Dyslexia to Self-Advocate. Oh, wait...one more thing before you read on...this post naturally embeds the power of Universal Design for Learning during the process and journey of self-advocacy.
Co-Teaching with Advocacy
Given the wide range of learner variability, co-teachers have the additional responsibility to provide opportunities for each student to express his or her needs. We must promote self-sufficiency, resiliency, and persistence so our students leave our classrooms with the skills and belief systems that make it possible for each student to say, "I am capable" and "I can find solutions." So what can co-teachers do? Let's consider four strategies:

Put students at the center of learning

Incorporate self-discovery and acceptance. Make sure that you are promoting experiences that encourage students to believe in themselves. Embed Universal Design for Learning in ways that allow students to focus on learning goals while exploring the information and materials in ways that are personally meaningful.

One way to begin this journey is by having students create a T-Chart where they list their interests and strengths on the left and the areas they feel they would like to improve on the right. This simple technique can open up the doors for powerful learning ahead as you work to design instruction around your students' views of themselves.

Wait! You can take this exercise one step further using multiple means of expression by having students choose how they would like to share this T-Chart. Let them choose between ideas such as developing their T-Chart or creating a visual poster, poem, speech, Prezi, or podcast - the options for expression are boundless here. These options will also do wonders for student engagement and self-discovery. You just may have a part in uncovering a hidden student talent!

Co-create environments conducive to seeking solutions

Make sure students feel comfortable to ask questions, ask for help, and feel supported when they feel confused. No sitting quietly until the bell rings for the end of class! Incorporate peer collaborations through cooperative learning. This time is valuable as students learn from one another and co-teachers have the freedom to support and formatively assess students' progress. Be explicit when teaching students how to communicate effectively.

Review a student's IEP on an individual basis

Make time for one teacher to sit with each student to review his or her IEP. Encourage the view of themselves as learners through a strengths-based lens. Review the present levels of performance and areas of strengths and needs as stated in the IEP. Make sure to ask the student what he thinks about what you just shared - you will learn so much about your student in these moments.

In addition, review the student's goals and testing accommodations, and any program accommodations or modifications. Explain how the information in this document supports and empowers this student's abilities. Then, as students get older, they become better and better advocates for themselves by explaining to teachers what they need in order to learn best or what supports make test taking a positive experience.

Recognize strengths while embracing needs

Keep the focus on variability not disability. How can you design instruction to keep each student's abilities at the center of the learning? How can you create the context for lessons so that students may use their strengths to anchor their learning?

As you plan instruction in this way, you will find students are comfortable seeking solutions when they feel confused. They will be inspired to ask for help, seek out resources, and share what they think about the topic of learning. Check out these examples of addressing learner variability through UDL.

From Self-Discovery to Self-Advocacy

Self-advocacy begins with guiding our students through a journey of self-discovery and self-acceptance. It's natural to be confused or to struggle with learning - we all feel this way sometimes because it is a natural part of any learning process. Through our explicit support and curriculum design, we can optimize our classroom learning environments so each learner is truly free to speak UP for himself or herself. Ultimately, for most of our students, this sense of freedom will extend beyond the moments spent in our classrooms.
How are you creating the space to empower your students' voices and advocacy skills?

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How Co-teachers Can Help Kids Become Self-Advocates

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A MiddleWeb Blog Right from the start, let's agree that one of a teacher's hopes is to create learning experiences that connect with students and create a sense of excitement and success. Are you with me? OK, great! Let's go... My last post was about the value of teaching executive functioning skills to guide students' decision making and self-regulation.

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My Favorite No: Learning From Mistakes Video

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My Favorite No: Learning From Mistakes Video

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Dont' Give Up! Plan, Persevere and Revise Video

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Dont' Give Up! Plan, Persevere and Revise Video

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Go Here!!!!

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Chapter 9: Access and Equity

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New restaurant staffed with deaf waiters

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When it opens in the window, click on "View Original" in the upper Right hand corner. 

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When it opens in the window, click on "View Original" in the upper Right hand corner. 

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Click on the resource you are interested in.

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ELA /ELD Framework - Whole Document

The ELA/ELD Framework can be accessed for free on the California Educators Together platform, a web-based community of practice providing equitable access to a collection of diverse, open digital resources.

ELA/ELD Framework - By Chapter

To view individual chapters of the ELA/ELD Framework, use the links below.
Cover, Front Matter, and Introduction to the Framework (PDF; 1MB) Chapter 1: Overview of the Standards (PDF; 2MB) Chapter 2: Key Considerations in the ELA/Literacy and ELD Curriculum, Instruction, and Assessment (PDF; 2MB) Chapter 3: Content and Pedagogy: Transitional Kindergarten Through Grade One (PDF; 3MB) Chapter 4: Content and Pedagogy: Grades Two and Three (PDF; 2MB) Chapter 5: Content and Pedagogy: Grades Four and Five (PDF; 2MB) Chapter 6: Content and Pedagogy: Grades Six Through Eight (PDF; 3MB) Chapter 7: Content and Pedagogy: Grades Nine Through Twelve (PDF; 3MB) Chapter 8: Assessment (PDF; 2MB) Chapter 9: Access and Equity (PDF; 2MB) Chapter 10: Learning in the 21st Century (PDF; 1MB) Chapter 11: Implementing High-Quality ELA/Literacy and ELD Instruction: Professional Learning, Leadership, and Program Supports (PDF; 1MB) Chapter 12: Instructional Materials to Support the CA CCSS for ELA/Literacy and CA ELD Standards (PDF; 1MB) Appendix, Resources, and Glossary (PDF; 2MB)

Additional Resources

Questions: Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881

Last Reviewed: Thursday, February 16, 2023

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The ELA/ELD Framework can be accessed for free on the California Educators Together platform, a web-based community of practice providing equitable access to a collection of diverse, open digital resources. To view individual chapters of the ELA/ELD Framework, use the links below.

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This website provides a central, comprehensive location for Florida-specific information and resources that promote system-wide practices to ensure highest possible student achievement in both academic and behavioral pursuits.

The collaborative vision of the Department and statewide projects, Student Support Services Project, Problem Solving/Response to Intervention Project (PS/RtI) and Florida's Positive Behavior Support Project (FPBS), supporting the implementation of Florida's MTSS is to:

Enhance the capacity of all Florida school districts to successfully implement and sustain a multi-tiered system of student supports with fidelity in every school;

Accelerate and maximize student academic and social-emotional outcomes through the application of data-based problem solving utilized by effective leadership at all levels of the educational system;

Inform the development, implementation, and ongoing evaluation of an integrated, aligned, and sustainable system of service delivery that prepares all students for post-secondary education and/or successful employment within our global society.

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Florida's Multi-Tiered System of Supports

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This website provides a central, comprehensive location for Florida-specific information and resources that promote system-wide practices to ensure highest possible student achievement in both academic and behavioral pursuits.

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By Katie Novak

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UDL Now! Guide to Applying Universal Design for Learning in Classrooms

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Best Seller and a must-read for all teachers and admin looking to reach all students! A Guide to Applying Universal Design for Learning (UDL) in Classrooms

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By Loui Lord Nelson

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Universal Design for Learning (UDL) is the best way to teach all students effectively and break down barriers to learning-but how can busy teachers get started with UDL right now? Find the answers in the second edition of this bestselling, teacher-trusted primer, created by internationally recognized UDL expert Loui Lord Nelson.

Thoroughly updated to reflect new research and developments in the field of UDL, this book gives K-12 teachers a reader-friendly UDL introduction and a practical framework for implementation, with guidelines and checkpoints for designing effective, barrier-free lesson plans and learning environments. You'll learn how to use the three core principles of UDL-Engagement, Representation, and Action & Expression-to present information in multiple ways and ensure access for all learners. Throughout the book, detailed examples, stories, illustrations, teacher reflections, and activities reinforce UDL principles and help you put them into practice in both virtual and in-person settings.

Written in first person, like a face-to-face talk with a passionate educator, this research-based book will guide you in designing equitable, inclusive, and culturally responsive learning environments that meet the needs of diverse learners. An essential UDL introduction for both preservice and inservice educators!

Key insights from the latest neuroscience research

Useful stories and practical tips from teachers implementing UDL

Technology bytes: timely tips and ideas on how to enhance online learning with UDL

Expert guidance on current topics, including culturally responsive teaching, urban education, and a focus on the expert learner

"Ponder this" prompts throughout the book to help readers consider new ideas and discover additional resources

End-of-chapter "check-ins" that help readers apply what they've learned

ONLINE MATERIALS: Designing instruction with UDL is easier than ever with these online resources, available as printable downloads: CAST UDL Guidelines; an Identifying Your Resources chart; a UDL design cycle graphic; a UDL lesson plan flowchart; and classroom resource mapping charts for elementary, middle, and high school teachers.

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udl; inclusion; students with disabilities; curriculum design; individualized instruction; inclusive education; executive function; self-regulation; self-assessment; engagement

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Universal Design for Learning (UDL) is the best way to teach all students effectively and break down barriers to learning-but how can busy teachers get started with UDL right now? Find the answers in the second edition of this bestselling, teacher-trusted primer, created by internationally recognized UDL expert Loui Lord Nelson.

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www.cast.org

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Read Universal Design for Learning: Theory and Practice for Free in Clusive! - CAST

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Our flagship publication is now available at no cost on our flexible and customizable digital reading tool.

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Norman Rockwell's painting "The Problem We All Live With" depicting Ruby Bridges - the first black child to attend an all white elementary school in the South. Image from the website of the Norman Rockwell Museum.

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Nikole Hannah-Jones reports on a school district that accidentally stumbled on an integration program in recent years. It's the Normandy School District in Normandy, Missouri. Normandy is on the border of Ferguson, Missouri, and the district includes the high school that Michael Brown attended. (30 minutes)

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And Elisa Crouch's article in St Louis Dispatch that documented the day in the life of one Normandy senior is here.

A city goes all out to integrate its schools.

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The Problem We All Live With - Part One - This American Life

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If you enjoyed this episode, you may like these A city goes all out to integrate its schools. What happens when of a group of public school students in the Bronx goes to visit an elite private school three miles away.