This resource will focus on the work of three university faculty who consistently employ the UDL principles in their courses. In addition, they will share the structure used at Towson University to support faculty UDL implementation, the Towson University UDL Professional Development Network. Participants will learn specific strategies for applying UDL in three very different areas: library instruction, music education and instructional technology.

This resource takes a critical look at progress made in the research and implementation of the Universal Design for Learning framework based on the propositions presented by Edyburn.

In this resource, learn about one district’s journey toward customizing the learning experience for all students. By implementing a systemic and strategic approach, teachers and administrators create instructional goals, methods, materials, and assessments that work for everyone. Through the use of a District Wide Learning Management System that applies the principles of UDL, teachers can provide students with experiences that allow for flexible approaches to learning that can be customized and adjusted for individual needs of their students.

Novice as well as expert teachers transitioning to new instructional strategies benefit from knowledge of proactive behavior management protocols. “Mystery Student” is a randomized group contingency protocol aligned to the UDL framework. It offers much needed support to teachers as they implement Universal Design for Learning. As a result of new classroom techniques and tools, the “Mystery Student” protocol can alleviate fears related to changes in classroom management.

Within an MTSS-RtI problem solving process the use of Universal Design for Learning (UDL) principles in Tier 1 can reduce incorrect identification of Tier 2 instructional needs and provide an anchor for Tier 3 service generalization. This resource will highlight how Florida is including UDL and specially designed instruction within a multitiered system of supports.

The results of a pilot study of a UDL assessment used within synchronous online K-8 classrooms are presented. Increased participation in online curriculum by students with special learning needs is prompting research on online teaching and learning. Researchers examined online curriculum alignment with the Universal De- sign for Learning (UDL) framework using a 68-item UDL measurement instrument.  The study supports the implementation of UDL to enhance online classroom instruction with current research. Teaching techniques, assessment considerations and the use of UDL to improve student outcomes are discussed.

The two studies presented in this conference proceeding describe and analyze the beliefs, knowledge and practices of administrators, and teachers about UDL. The first study analyzes data collected from interviews with 15 administrators. The second example describes result of a mixed methods study conducted with teachers participating in UDL professional development. The results of these studies provide necessary insight into the beliefs, knowledge and practices of administrators and teachers who are responsible for recommending future instructional UDL practices, thereby helping to ensure that the UDL framework is wholeheartedly adopted by educators.

A UDL Audit of non-academic departments was conducted at McGill University in order to improve accessibility for all students.  The audits suggest that the application of the UDL guidelines in these environments yield improved outcomes in accessiblity for all students, transformation to a social modal of disability, more sustainable internal practices, and evidence for the transferability of UDL.   

Transforming classroom instruction requires sustained, collaborative, student-centered professional development. Macomb Intermediate School District employs a Professional Learning Community (PLC) model to help secondary teaching teams plan and implement inclusive instruction through the Universal Design for Learning (UDL) framework.  This conference proceeding presents lessons learned from seven years of UDL PLC implementation. It includes resources, tools and strategies to help educators move from a conceptual understanding of UDL to successful district, school and classroom implementation.

Based on our experiences, we layout some specific considerations for the implementation of Universal Design of Learning (UDL) at the school, district, and state level. Similar to the framework itself, we approach systematic implementation from a position of thoughtful design and rapid iteration. The overall purpose of the paper is to provide foundational understanding and further transparency around the implementation of UDL.