UDL implementation is always a work in progress. Students, staff, administration, Ministry of Education directions, classroom materials, technologies, and even UDL philosophy change. Fortunately, UDL is not just for students; it’s for teachers too. Start where you are and slowly grow your repertoire. A successful school-wide implementation can begin with a grassroots movement initiated by a single teacher.

In this module, you’ll examine some of the conditions that lead to a successful UDL implementation. Above all, you’ll need to be willing to change your practice to increase success for a more diverse group of learners. UDL implementation requires a supportive administration and collaboration with colleagues. Often, UDL implementation results in changed roles for educators. A teacher may become more of a guide-on-the-side than a sage-on-the-stage. An education assistant may see her role shift from scribing for students to someone who facilitates their independent writing using supports. A learner support teacher may plan collaboratively or co-teach with a classroom teacher rather than providing remedial pullout. A school librarian becomes a Learning Commons coordinator. In the early days of UDL, technology was seen as vital to the UDL approach. While technology certainly increases your ability to differentiate, many aspects of UDL can be successfully implemented without technology.

This academic paper presents an overview of UDL along with a description of the National Implementation Research Network (NIRN) model of implementation as applied to UDL.  This blueprint examines the UDL implementation roles of teachers, schools and district administrators, and state leaders.