Unpacking Universal Design for Learning: Transforming Instruction for All Learners

Reshape the design of learning environments and lessons through UDL

Let’s be honest: many educators still view Universal Design for Learning (UDL) as a special education checklist or strategy reserved for students with disabilities. But the truth is, UDL is about designing environments for all learners. This book addresses this gap in understanding, moving beyond the basics to help you develop a true "UDL lens."

Written by two pioneers in education who have been doing this work for decades, this approachable book breaks down the neuroscience of the three brain networks, explains how to design for learner agency, and shows you exactly how to identify and remove barriers in your curriculum. Twenty-seven authentic vignettes from educators―including general and special ed teachers, college professors, specialists, and coaches―share their honest "aha!" moments and UDL journeys. It’s not about fixing the student; it’s about redesigning the environment so everyone feels a sense of belonging and success.

Packed with practical wisdom and grounded in the latest research, this book features:

• A clear, accessible explanation of the new UDL Guidelines 3.0
• Key Takeaways" and "Ideas to Ponder" at the end of each chapter to spark personal reflection or fuel dynamic discussions in your professional learning teams
• Evidence-based examples that demonstrate how to shift from reactive support to proactive instructional design

By debunking the myths surrounding UDL, this book invites you to reimagine your practice―regardless of whether you are new to the classroom or a veteran educator. You will learn how to create a classroom culture where support is common practice, not the exception. The result? A learning environment where barriers are diminished and every student feels empowered and motivated to shape their own success.

After teaching for twenty-five years as a speech-language pathologist in Connecticut public schools, I joined the National Education Association (NEA) as a policy analyst focused on special and gifted education issues. The NEA was preparing for the Congressional reauthorization of the Individuals with Disabilities Education Act (IDEA) and wanted the perspective of someone who had recent experience with applying the law at classroom and school levels. Simultaneously, CAST was advocating that Congress include UDL in IDEA as a recommended educational framework for general education curriculum design. Their intent was to make the general education learning environment more flexible and responsive to the needs of learners with disabilities or special education needs, as well as all learners, by applying UDL to instructional design. I was intrigued and began to investigate UDL implementation strategies.
Initially, I viewed UDL as many educators do when they first begin to learn about it as a way to provide access to the general education curriculum by incorporating digital technology and instructional adaptations. But soon, I realized that in addition to offering access, the UDL framework represented a clear understanding of how all humans learn and that it could be applied in any learning environment to provide support and engagement opportunities to each and every learner. Now, more than a decade later, I’m thrilled that UDL is being used across the globe as a curriculum framework that offers opportunities for inclusive learning experiences. Unfortunately, too many educators are still unaware of its true power to provide not only access, but the learning support needed by all learners. That’s why it’s important to share this book. 


Since joining the Center for Applied Special Technology (now known as CAST) as its first full time staff member in 1987, I witnessed first-hand the birth of UDL. I helped develop innovative research models of UDL and provided professional learning opportunities to thousands of educators, librarians, technologists, and parents throughout the United States, Canada and Europe. While at CAST, I served as Project Director on U.S. Department of Education grants (IES, OSEP) focused on literacy and students with all abilities. My research has been published in refereed journals including Remedial and Special Education, and I recently contributed to a chapter on UDL and literacy in the updated, Universal Design for Learning in the Classroom, second edition. I presented annually at national and international conferences. Now retired, I provide as needed consultation work to non-profit organizations as well as to educational publishing companies. My next professional venture is to use the UDL guidelines to support educators and parents as they read to their pre-school-aged children. I hold a Master’s Degree in Special Education and an Ed.D. in Literacy and Language.
The thrill of being present at the inception of UDL was profound. Although officially retired, the belief that educators ultimately develop and design better learning opportunities for all students, when they consider those on the margins, remains at the heart of my desire to write this book. Every educator should have access to the knowledge and tools that UDL provides with their goal of ensuring every student succeeds.