The Universal Design for Learning conceptual framework makes classroom learning more accessible for all students, but is often lacking in general education teacher preparation programs. This paper describes the ongoing joint efforts of middle school and special education faculty to implement UDL throughout a four-year Middle Childhood program as part of a larger effort allowing teacher candidates to seek dual (special education and middle school) licensure. Additionally, UDL as taught in a science and assessment course are detailed. Finally, ongoing and future efforts of faculty implementing UDL within the program are described.

Learning about UDL is essential for pre-service teacher candidates to be prepared to support all learners in their future practice. Seeing UDL modeled by instructors and engaging directly with UDL principles offers candidates the chance to experience the power of UDL for themselves. Two university instructors in a teacher education program modeled the Principles of UDL in a course about inclusive classroom practices. Their curriculum design decisions are described. The emerging Pedagogical Implementation of UDL model illustrates how two university instructors teach and model UDL Principles as an avenue for their candidates to implement UDL into their future practice.