This resource will highlight a previously published phenomenological study that explored the understanding, experience, and application of UDL methodology among teacher candidates enrolled in a special and elementary education dual licensure program. The emerging themes from the study demonstrated that teacher candidates’ understanding and application of UDL were promoted by the UDL training received through modeling and implementation in supervised clinical field experiences. This resource will focus on UDL tools that are ready to be demonstrated, modeled, and implemented in K-12 classrooms and higher education classrooms. 

This resource highlights teacher candidates’ understanding, experience, and application of Universal Design for Learning (UDL). The phenomenological study was conducted with teacher candidates in the special education major program and the elementary and special education dual major program. The emerging themes drawn from this study suggested that the participants’ understanding and application of UDL were promoted by explicit UDL training in the programs. The discussions include support, resources, procedures, benefits, and challenges in relation to teacher candidates’ understanding and implementation of UDL principles.