This video provides information about how the senior leadership team in Karoro Normal School in New Zealand is implementing UDL.

Higher education has a unique landscape that influences the methods of implementing and scaling UDL. This resource was recorded to summarize a workshop session from the 2019 UDL-IRN Summit. The workshop presentation focuses on networking and collaboration with others in higher education who are working towards implementing UDL into their systems, practices, and thinking. From Eric Moore's research, he presents a five-level model of UDL implementation in higher ed from the preparation level to the university-structural support level. The presentation helps higher education professionals identify strategies for moving to the next level of implementation. It emphasizes the opportunity to network and create a community of practice to support one another in our common objectives moving forward.

Higher education has a unique landscape that influences the methods of implementing and scaling UDL. This resource was recorded to summarize a workshop session from the 2019 UDL-IRN Summit. The workshop presentation focuses on networking and collaboration with others in higher education who are working towards implementing UDL into their systems, practices, and thinking. From Eric Moore's research, he presents a five-level model of UDL implementation in higher ed from the preparation level to the university-structural support level. The presentation helps higher education professionals identify strategies for moving to the next level of implementation. It emphasizes the opportunity to network and create a community of practice to support one another in our common objectives moving forward.

The UDL Reporting Criteria (UDL RC) present a set of clear guidelines for reporting on UDL implementation. The UDL RC can be useful for researchers, practitioners and journal editors who seek to enhance the clarity of the UDL research base. This resource describes the development of the UDL RC and how they are intended to be applied to the design and reporting of UDL. The UDL RC are available at https://udl-irn.org/udl-reporting-criteria.

Chardon School District, in Northeast Ohio, began implementation of UDL with data review, operational change, and professional development. Balancing staff feedback with attention to strategic planning and support from the Ohio Department of Education, the district designed for multi year implementation of UDL. With emergent teacher leadership, mission-driven administrators, and regional support from the department of education, the district mapped out professional learning, practice, and supports for staff as they developed understanding of UDL and implemented it their classrooms.

Is Universal Design for Learning (UDL) in your future? The principal and teachers of a middle school in Wilmington, Delaware, along with the ACCESS Project of the University of Delaware, are on their second year of UDL Implementation. In this resource multiple perspectives will be shared regarding schoolwide UDL implementation. Accomplishments and barriers encountered during the first two years will be shared as well as a plan for moving forward. The transformation of the middle school, while slow, has begun and a future filled with Universal Design for Learning is the ultimate goal.

Only about ten percent of K-12, college, and university courses utilize any form of inclusive design (Lombardi, Murray, & Gerdes, 2011, p. 255). Campus leaders often see Universal Design for Learning (UDL) as a) benefitting only a small segment of learners; b) requiring a significant outlay of time, people, and work; and c) having a limited impact on learner outcomes. This white paper from the author of Reach Everyone, Teach Everyone: UDL in Higher Education(2018) provides use-them-tomorrow strategies to get buy-in, advocacy, and support for UDL adoption from your president, provost, principal, school board, and other institutional leaders.

The members of the UDL-IRN Implementation Special Interest Group (SIG) are currently implementing, or supporting, districts in the implementation of UDL. The SIG created a process that helps educators align UDL with other effective innovations. The Effective Innovations (EI) Alignment Process is based on the idea that critical components of effective innovations intersect. The recognition of this intersection deepens the understanding and improves the effectiveness of all EIs.

In a world of iPads, chromebooks, learning management systems, and a billion-dollar education technology industry, it is easy to get enticed to use technology tools that promise to improve learner outcomes, make learning easier, or engage the digital natives in our classrooms. While technology can power our learning, without the UDL framework as a guide, it is a tool without a purpose and a source of disengagement for learners. This resource explains the importance of using UDL as a research-based method for applying classroom technologies, steps for successful technology incorporation, and examples of how teachers can use specific tools to enhance the learning environment to engage learners.

It’s been dubbed “the million dollar” question: what does a UDL classroom really look like? Truly, there isn’t one correct answer to that question. However, all successful UDL classrooms make use of common elements. A Practice Profile includes those common elements and helps teachers implement and refine UDL practices. At the organizational level, a Practice Profile helps districts define what makes up UDL classrooms and what UDL classrooms look like across their different educational settings. The Profile’s success stems from its ability to create empowering dialogue between educators as they share and build upon one another’s teaching experiences and UDL principles. This session explores what a Practice Profile is, ways they are used, and how to go about personalizing a Practice Profile template to improve instructional UDL practice.