Universal Design for Learning is a framework that imporves and optimizes teaching and learning. It is based on scientific insights on how humans learn. The framework can be implemented into any learning environment and therefore can be used by educators, curriculum developers, parents, researchers, and many more. The UDL Guidelines by CAST offer concrete suggestions that can be used in any discipline or domain. The guidelines ensure that all learners can participate in meaningful and challenging learning opportunities.
Use the CAST UDL website to learn more about the UDL Principles, Guidelines, and Checkpoints.
Below you will find the UDL principles, guidelines, and checkpoints. There are three principles. They are Engagement, Representation, and Action and Expression. Within each prinicple are three guidelines and within each guideline there are various checkpoints. Look through the checkpoints located within a dropdown in each guideline. You can click each checkpoint in order to bring you to the CAST UDL website to learn more. There is also a condensed version of the principles, guidelines, and checkpoints above.
Use our Assistive Technology and UDL Applications page to learn more about applications and tools that reach the UDL guidelines and checkpoints.
Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while others are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.
Spark excitement and curiosity for learning.
Tackle challenges with focus and determination.
Harness the power of emotions and motivation in learning.
Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.
Interact with flexible content that doesn't depend on a single sense like sight, hearing, movement, or touch.
Communicate through languages that create a shared understanding.
Construct meaning and generate new understandings.
Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.
Interact with accessible materials and tools.
Compose and share ideas using tools that help attain learning goals.
Develop and act on plans to make the most out of learning.