Universal+Design

Three primary principles guide UDL—and provide structure for the Guidelines:
To learn more, click on one of the Guidelines below. I. Provide Multiple Means of Representation [|Perception] [|Language, expressions, and symbols]

[|Comprehension] II. Provide Multiple Means of Action and Expression [|Physical action] [|Expression and communication]

[|Executive function] III. Provide Multiple Means of Engagement [|Recruiting interest] [|Sustaining effort and persistence]

[|Self-regulation] CAST (2011). //Universal Design for Learning Guidelines version 2.0.// Wakefield, MA: Author.

Learn more about the UDL Guidelines:

 * [[image:http://www.udlcenter.org/sites/udlcenter.org/themes/udlcenter/images/main/icon_read.png width="13" height="17" caption="Read an Explanation" link="http://www.udlcenter.org/aboutudl/udlguidelines/downloads"]]
 * [[image:http://www.udlcenter.org/sites/udlcenter.org/themes/udlcenter/images/main/example.png width="19" height="17" caption="Find Examples and Resources" link="http://www.udlcenter.org/implementation/examples"]]
 * [[image:http://www.udlcenter.org/sites/udlcenter.org/themes/udlcenter/images/main/evidence.png width="19" height="17" caption="Explore the Research Evidence" link="http://www.udlcenter.org/research/researchevidence/"]]

CAST (2011). //Universal Design for Learning Guidelines version 2.0.// Wakefield, MA: Author.

==[|What Does It Mean to Say that Curricula are Disabled?] ==

Curricula can be “disabled” in the following ways:

> Curricula are often not conceived, designed, or validated for use with the diverse populations of learners who actually populate our classrooms. Learners “in the margins”—those who are gifted and talented, those with special needs or disabilities, those who are English language learners, etc.—often bear the brunt of curricula devised for the fictional “average”, because such curricula do not account for learner variability. > Curricula are often designed to deliver or assess information, or content, without consideration of the development of learning strategies - skills learners need to comprehend, evaluate, synthesize, and transform information into usable knowledge. Mainstream curricula remain largely constructed around print-based media, which are good at delivering narrative and expository content. However, they are not ideal for information that requires an understanding of dynamic processes and relationships, computations, or procedures. > Curricula often provide for very limited instructional options. Not only are they typically ill-equipped to differentiate instruction for differing learners, or even for the same learner at different levels of understanding, but they are disabled by their inability to provide many of the key elements of evidence-based [|pedagogy], such as the ability to highlight critical features or big ideas, the ability to provide relevant background knowledge as needed, the ability to relate current skills to previous skills, the ability to actively model successful skills and strategies, the ability to monitor progress dynamically, the ability to offer graduated [|scaffolding] , among others. Most current curricula are typically much better at presenting information than teaching.
 * 1) **Curricula are disabled in WHO they can teach.**
 * 1) **Curricula are disabled in WHAT they can teach.**
 * 1) **Curricula are disabled in HOW they can teach.**