Universal Design for Learning Guidelines 1.0

To read and offer your comments on each section of the UDL Guidelines, simply click on the individual headers in the Table of Contents below.  

Introduction

What are expert learners?

What is meant by the term curriculum?

What does it mean to say curricula are “disabled”?

How does UDL address and redress curricular disabilities?

What evidence supports the practices of Universal Design for Learning?

How are the Guidelines organized and how should they be used?

Universal Design for Learning Guidelines

PRINCIPLE I. Provide Multiple Means of Representation

• Guideline 1: Provide options for perception

• Guideline 2: Provide options for language and symbols

• Guideline 3: Provide options for comprehension

PRINCIPLE II. Provide Multiple Means of Expression

• Guideline 4: Provide options for physical action

• Guideline 5: Provide options for expressive skills and fluency

• Guideline 6: Provide options for executive functions

PRINCIPLE III. Provide Multiple Means of Engagement

• Guideline 7: Provide options for recruiting interest

• Guideline 8: Provide options for sustaining effort and persistence

• Guideline 9: Provide options for self-regulation