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You can explore each area more in-depth.

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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.

Coming soon! UDL Guidelines 3.0

The UDL Guidelines are a living, dynamic tool that is continuously developed based on new research and feedback from practitioners. In 2020, CAST launched our most recent effort to update the UDL Guidelines, with a specific focus on equity. There has been a strong call from the field-both practitioners and researchers alike-to more fully develop the Guidelines to address critical barriers rooted in biases and systems of oppression. The current update aims to respond to this call and to work toward fulfilling the promise of the Guidelines as a tool to guide the design of learning environments that more fully honor and value every learner.

Since our launch in 2020, we have been committed to a community-driven, inclusive, and transparent updating process. As part of this effort, we are:

Collaborating with an Advisory Board, a UDL Guidelines Collaborative, and a Young Adult Advisory Board to guide our work

Conducting focus groups with a diversity of participants to learn from their perspectives, lived experiences, and feedback

Reviewing the research on the UDL Guidelines research pages to understand the balance of different research fields, methodological approaches, epistemological approaches, and author positionalities

Conducting literature reviews of equity-oriented research that connect to and extend the Guidelines, such as disability studies and critical pedagogy studies

We are excited to share this next iteration of the UDL Guidelines in 2024. If you are interested in receiving our UDL Guidelines 3.0 newsletter to stay updated on our progress and to share your ideas and perspectives, please complete this brief form.

Review the Summary

Explore the Full Draft

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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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Use this document to help you as you work through this activity.

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I want to investigate the UDL frameworks based on a particular lesson I am getting ready to teach. Tell us about your lesson and how you are planning it using UDL. What are you struggling with? What support do you need?

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Work with your group to become experts! Your group will share out with the whole class. Think about what it means, what it might look like in the classroom, and what a few examples might be with some of your content.

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Multiple Means of Action and Expression.

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Multiple Means of Action and Expression.

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Work with your group to become experts! Your group will share out with the whole class. Think about what it means, what it might look like in the classroom, and what a few examples might be with some of your content.

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Work with your group to become experts! Your group will share out with the whole class. Think about what it means, what it might look like in the classroom, and what a few examples might be with some of your content.

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A short video about reducing barriers.

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An excellent video talking about changing education paradigms. As you watch this video, think about the ways in which UDL supports/challenges the message in this video.

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RSA ANIMATE: Changing Education Paradigms

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A Blueprint for UDL: Considering the Design of Implementation

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A Blueprint for UDL: Considering the Design of Implementation

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Ultimate goal: a student who is purposeful and motivated

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Ultimate goal: a student who is purposeful and motivated

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By-
Recruiting interest
Sustaining Effort and Persistence
Self Regulation

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Vary the types of assessments and assignments. Allow choices when possible for how students can display their knowledge.

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Appeal to different learning styles, give opportunities for all students to achieve in a manner that promotes their learning needs. Graphic organizers, use of technology, think-pair-share, audio examples

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Trust that students want to learn intrinsically; disengagement is almost always the result of an external factor, either related to the material/instruction or otherwise

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Think of Your Students Like the Breakfast Club

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Think of Your Students Like the Breakfast Club

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Providing alternative forms of information

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Peer cooperation to increase the available support and engagement.

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"What did you learn today?"
"Who can show me what they did today?"
"Does anyone have a different answer?"
Ask students to explain answers, evaluate work, reflect on the process

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Self-assessments can be  used as exit tickets. Students can assess the work they completed, behavior etc.

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How does increasing meaningful engagement increase learning AND reduce off-task behavior?

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Vary the Methods for Student Response and Navigation

Provide alternatives in the requirements for rate, timing, and speed of answers

Provide range of motor action required to interact with instructional materials, physical manipulatives, and technologies

Provide alternatives for physically responding or indicating selections (sending in answers on computers, using writing on whiteboards)

Provide alternatives for physically interacting with materials by hand, voice, single switch, joystick, keyboard, or adapted keyboard

Optimize Access to Tools and Assistive Technologies -- Ensure that there are other means for students to participate or send in answers, such as:

Provide alternate keyboard commands for mouse action

Build switch and scanning options for increased independent access and keyboard alternatives

Provide access to alternative keyboards

Customize overlays for touch screens and keyboards

Select software that works seamlessly with keyboard alternatives and alt keys

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-Writing objectives on the board during your launch.

Provide guides and checklists for scaffolding goal-setting

Embed prompts to “stop and think” before acting as well as adequate space

Use templates that guide self-reflection on quality and completeness

Provide graphic organizers and templates for data collection and organizing information

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The human capacity to set long-term goals and overcome short-term impulses.

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I intended to be a poet.  Grit is the currency of Syracuse...write that.

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I intended to be a poet.  Grit is the currency of Syracuse...write that.

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How does Representation, Expression, and Engagement in UDL connect to UbD (from your textbook)

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Example: vary resources in the classroom

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Example: vary resources in the classroom

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I taught an instrument families unit with my 2nd and 3rd grade classes. The final lesson tested their knowledge of the material in three stations. One was a computer game that matched instruments to families. One was a show and tell where students discussed different instruments and the features found in those families. The final station was a coloring station that featured different instruments in their families for students to observe and color. These activities joined and applied to a ticket out the door formal assessment.

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Saying this verbally, writing it on the board, having subtitles during videos, leaving questions up on the board during activity.

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Example: Have students complete self assessments at the end of class

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Example: Have students complete self assessments at the end of class

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Be mindful of which modes of engagement you privilege over others. For example, do you factor talk time into participation grades? Do you give students the opportunity to make up large assessments?

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"It is important to provide alternative modalities for expression, both to the level the playing field among learners and to allow the learner to appropriately (or easily) express knowledge, ideas and concepts in the learner environment."

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Compose in multiple media, Use physical manipulatives, provide spell checkers/grammar checkers/and word prediction software, provide differentiated models to emulate, provide scaffolds that can be gradually released