While California Common Core State Standards in Mathematics (CA CCSSM) call for rigorous mathematics for all students, students with disabilities have not been provided equal access to instruction that meets these standards. Universal Design for Learning (UDL) is a research-based framework to develop strategic, expert learners within classroom settings that maximize engagement of a wide variety of students, including students with disabilities. This brief describes how UDL can provide the foundation of mathematics instruction that provides access to rigorous, standards-based mathematics for all students in California.

It is relatively simple to articulate the three broad core principles of Universal Design for Learning to the PK–12 mathematics educator: provide multiple means of engagement, multiple means of representation, and multiple means of action and expression for all students on a regular basis. Application of these principles, however, is arguably more difficult, particularly when one attends to the detailed guidelines they encompass or attempts to focus exclusively on the teaching of a specific content area. Educators and their contexts are as unique as their fingerprints, and the idea of differentiating instruction in UDL-inspired ways on a consistent basis in every aspect of teaching within the confines of those unique contexts can be quite challenging. This paper emphasizes the flexibility that UDL generates, helping all learners, especially those struggling or receiving services for disabilities, gain the access to quality mathematics learning at high levels that they may otherwise be denied.

The Universal Design for Learning (UDL) framework provides guidelines that can help teachers proactively plan for the academic diversity present in classrooms. This is especially important when it comes to CS education due to the historic underrepresentation of women, people from different cultural backgrounds, and people with disabilities in CS fields. If we can think about ways of meaningfully engaging ALL learners through the UDL framework, then we can address the barriers that are inherent in my CS activities.

UDL is a proactive approach to planning of curricular opportunities. A UDL approach takes into account learner variability when considering goals, methods of instruction, assessments and materials. It is organized around the principles of providing students with multiple means of representation, expression and engagement with their learning.