udlguidelines.cast.orgUDL: The UDL Guidelines

’) UDL Guidelines Open/ Engagement Open/Close Sub-menu Recruiting Interest Open/Close submenu Optimize individual choice and autonomy Optimize relevance, value, and authenticity Minimize threats and distractions Sustaining Effort & Persistence Open/Close submenu Heighten salience of goals and objectives Vary demands and resources to optimize challenge Foster collaboration and community Increase mastery-oriented feedback Self Regulation Open/Close submenu Promote expectations and beliefs that optimize motivation Facilitate personal coping skills and strategies Develop self-assessment and reflection Representation Open/Close Sub-menu Perception Open/Close submenu Offer ways of customizing the display of information Offer alternatives for auditory information Offer alternatives for visual information Language & Symbols Open/Close submenu Clarify vocabulary and symbols Clarify syntax and structure Support decoding of text, mathematical notation, and symbols Promote understanding across languages Illustrate through multiple media Comprehension Open/Close submenu Activate or supply background knowledge Highlight patterns, critical features, big ideas, and relationships Guide information processing and visualization Maximize transfer and generalization Action & Expression Open/Close Sub-menu Physical Action Open/Close submenu Vary the methods for response and navigation Optimize access to tools and assistive technologies Expression & Communication Open/Close submenu Use multiple media for communication Use multiple tools for construction and composition Build fluencies with graduated levels of support for practice and performance Executive Functions Open/Close submenu Guide appropriate goal-setting Support planning and strategy development Facilitate managing information and resources Enhance capacity for monitoring progress More... Open/Close Sub-menu About the Graphic Organizer FAQ Downloads Research Open/ Search Terms: Submit Search UDL Guidelines Graphic Organizer The UDL Guidelines Share: Facebook Twitter LinkedIn 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. About How to use and interpret the UDL Guidelines Graphic Organizer. FAQ Brief answers to frequently asked questions about the UDL Guidelines. Downloads Save and print the Guidelines Graphic Organizer including translated and past versions. Research Learn more about the research evidence used to develop the Guidelines. Newsletter Stay up to date on the Guidelines 3.0 and access past newsletters. Universal Design for Learning Guidelines Provide multiple means of Engagement Affective Networks The "WHY" of learning Access Provide options for Recruiting Interest ( guideline 7) Optimize individual choice and autonomy ( checkpoint 7.1) Optimize relevance, value, and authenticity ( checkpoint 7.2) Minimize threats and distractions ( checkpoint 7.3) Build Provide options for Sustaining Effort & Persistence ( guideline 8) Heighten salience of goals and objectives ( checkpoint 8.1) Vary demands and resources to optimize challenge ( checkpoint 8.2) Foster collaboration and community ( checkpoint 8.3) Increase mastery-oriented feedback ( checkpoint 8.4) Internalize Provide options for Self Regulation ( guideline 9) Promote expectations and beliefs that optimize motivation ( checkpoint 9.1) Facilitate personal coping skills and strategies ( checkpoint 9.2) Develop self-assessment and reflection ( checkpoint 9.3) Provide multiple means of Representation Recognition Networks The "WHAT" of learning Provide options for Perception ( guideline 1) Offer ways of customizing the display of information ( checkpoint 1.1) Offer alternatives for auditory information ( checkpoint 1.2) Offer alternatives for visual information ( checkpoint 1.3) Provide options for Language & Symbols ( guideline 2) Clarify vocabulary and symbols ( checkpoint 2.1) Clarify syntax and structure ( checkpoint 2.2) Support decoding of text, mathematical notation, and symbols ( checkpoint 2.3) Promote understanding across languages ( checkpoint 2.4) Illustrate through multiple media ( checkpoint 2.5) Provide options for Comprehension ( guideline 3) Activate or supply background knowledge ( checkpoint 3.1) Highlight patterns, critical features, big ideas, and relationships ( checkpoint 3.2) Guide information processing and visualization ( checkpoint 3.3) Maximize transfer and generalization ( checkpoint 3.4) Provide multiple means of Action & Expression Strategic Networks The "HOW" of learning Provide options for Physical Action ( guideline 4) Vary the methods for response and navigation ( checkpoint 4.1) Optimize access to tools and assistive technologies ( checkpoint 4.2) Provide options for Expression & Communication ( guideline 5) Use multiple media for communication ( checkpoint 5.1) Use multiple tools for construction and composition ( checkpoint 5.2) Build fluencies with graduated levels of support for practice and performance ( checkpoint 5.3) Provide options for Executive Functions ( guideline 6) Guide appropriate goal-setting ( checkpoint 6.1) Support planning and strategy development ( checkpoint 6.2) Facilitate managing information and resources ( checkpoint 6.3) Enhance capacity for monitoring progress ( checkpoint 6.4) Goal Expert Learners who are… Purposeful & Motivated Resourceful & Knowledgeable Strategic & Goal-Directed UDL Guidelines Home Engagement Representation Action & Expression More... Contact Us udlguidelines@cast.org Suggested Website Citation CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org CAST would like to thank Texthelp Ltd. for the use of the SpeechStream toolbar in the UDL Guidelines site....