One goal of UDL is to expand access to educational opportunities and to increase success in meeting educational outcomes by identifying and eliminating barriers that exist in current educational practices (Hackman & Rauscher, 2004). This goal resonates deeply with teachers who understand that making learning relevant for students increases engagement and engagement is tied to student success (Edyburn, 2010). This was true in a rural elementary school in Minnesota, where the principal established a UDL initiative and invited the presenters to facilitate a series of professional development activities and provide support to teachers during a year of implementation. After a year of implementation, we began analyzing data from recorded coaching sessions and identified the most prominent challenges as well as patterns of growth and accomplishments. In this session, we discuss and normalize the challenges that teachers commonly experienced during the first year of UDL implementation and share practices that supported teacher development to redefine success in UDL implementation.

This resource provides a brief definition of Executive Funcitoning, a video Example and strategies for Supporting Executive Functioning in Online Environments. Why is this important for higher education? The landscape of online education is changing rapidly. While executive functioning is relevant for learning in general, executive functioning (EF) processes are particularly critical for postsecondary students who participate in online learning as students are required to be far more autonomous.

In this webinar we discuss strategies on engaging learners in remote learning. See below for related resources:

Engaging Learners Webinar Slides

UDL Strategies for Remote Learning

Engage Learners Remotely Website

In this webinar we discuss strategies on engaging learners in remote learning. See below for related resources:

Engaging Learners Webinar Slides

UDL Strategies for Remote Learning

Engage Learners Remotely Website

This short article outlines two strategies to support emotions for learning.

A directory of all the proceedings from the 2019 UDL-IRN International Summit. 

This resource from the National Association of Elementary School Principals (NAESP) publication discusses how leaders can apply the Universal Design for Learning framework to continuously support personalized learning.

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

In this resource, we review 125 studies published between 2000 and early 2019, that investigated the use of UDL in early childhood through postsecondary education settings. Highlights of our results include the finding that basic conceptualizations of UDL vary in significant ways, affecting the possibility of drawing conclusions about its impact and efficacy. UDL research is being disseminated to a variety of audiences, but is associated most frequently with special education. Research about UDL has increased and research quality has improved.

ThinkUDL is a podcast developed and created by College STAR (Supporting Transition Access & Retention). The purpose of the podcast is to expose listenters to educational practitioners that are implementing UDL at all levels from novice to expert. ThinkUDL is hosted by Lillian Nave who is currently teaching at Appalachian State University. In hosting ThinkUDL, Lillian seeks to discover not just WHAT the guests she interviews are teaching, learning, guiding, and facilitating, but HOW they design and implement it, and WHY it even matters! Topics that have been discused on the show thus far include:

• Why Learn?
• How UDL Values Learners
• Making UDL Work For Everyone