In every area of the curriculum, the key to using UDL is to reduce or eliminate barriers to student learning. This requires applying UDL’s 3 main principles of representation, action and expression, and engagement in a systematic way. Even excellent teachers can unintentionally have barriers that prevent some students from learning.

State of Maryland Adopts UDL

In June 2012, the Maryland Department of Education proposed and the Maryland State Board of Education adopted regulations that require all local districts to use UDL in the development of curriculum and selection of instructional materials beginning in the 2014-2015 school year.

UDL Classroom in Maryland, Click here

UDL-Related Research

In this video, Director of Research Gabbie Rappolt-Schlictmann discusses the relationship of research to CAST’s process of innovation and development focusing on UDL as a transdisciplinary and translational framework.

Case Studies/ Articles: Evidence Supporting UDL

Origins of UDL

The principles of Universal Design for Learning (UDL) emerged as a result of the universal design movement in architecture and product development that began in the early 1980s. At that time, society began to address access to public facilities by eliminating architectural barriers. The concept of universal design was created by architect Ron Mace, who was frustrated by the many buildings that did not take into account all of the different kinds of people who would be using them. He defined universal design as: