The Universal Design for Learning (UDL) framework assumes that students come into classrooms with a range of strengths, backgrounds, experiences, challenges, and motivations. Thus, any instructional planning must assume that there is a great deal of variability among students. This variability is considered a strength. In order to meet the instructional needs of all learners in CS education, therefore, instruction must be flexible to account for the range of learners in most classes. The UDL framework (CAST, 2011) provides specific guidelines that guide instruction along three principles: (1) multiple means of engagement--how can we engage all learners? (e.g. How can we make this CS activity personally relevant to the learners); (2) multiple means of representation–How can we present information in ways that reach all the learners? (e.g., Are there options such as videos, print, pictures, and worked examples to help explain the CS concept?); and (3) multiple means of action and expression–How can students demonstrate their understanding in a way that leverages their strengths? (e.g., What are some options for flexible rubrics that allow for different types of computational artifacts?) 

Planning through the UDL framework requires us to think critically about our instructional goals and whether those goals are communicated to students in an effective manner. Once we have established relevant instructional goals, we consider what barriers exist in the curriculum, environment, tools, assessments, and approaches that would prevent students from achieving those goals. Then, the three UDL principles can be applied to address these instructional barriers. This instructional planning approach can be considered cyclical wherein we iterate and improve upon our practice over time. It does not mean that we cover every aspect of the UDL guidelines, but that we strategically pick elements that meet the needs of our students’ needs.