This article provides insight into how UDL can support teachers who design lessons and learning environments to include students with significant cognitive disabilities. Information on what and how UDL develops expert learners, what educators can do to foster expert learning, and examples of in-class practices that foster expert learning, is presented.

As the narrative of UDL implementation rapidly unfolds, its boundaries are gradually being expanded. The inclusion of learners with significant cognitive disabilities within UDL settings often challenges these boundaries. The incorporation of simultaneous simplification, the process of real time translation into plain language, via an earphone based audio system, may enable people with significant cognitive disabilities to fully engage and actively participate in various learning experiences. The following describes the usage of such a system during an international disability conference as a tool to provide individuals with cognitive disabilities, whose language of fluency was not the language of address, with the ability to follow and contribute to conversation in a manner supporting their autonomy. This activity demonstrates that individuals with cognitive disabilities can be valued stakeholders and participants in dialogue regarding fundamental and complex matters when provided with appropriate accommodations.