Universal Design for Learning (UDL) is a design framework that can inform how technology can be used to address learner variability. It creates a compelling context for teachers to integrate technology into their lessons to reduce barriers that arise from the learner’s interaction with the curriculum or environment. This resource provides some general recommendations based on a case-study of three teachers who partnered with a technology integration specialist to use the UDL Design Cycle to make decisions about addressing learner variability and integrating Speech Recognition Technology (SR) into the writing curriculum.

Implications for teacher implementation of technology through a UDL approach are discussed. This resource also describes how UDL case-study research was conducted in conjunction with the UDL Reporting Criteria (UDL RC), a set of guidelines for researchers and practitioners who are designing and reporting on UDL implementation.

The UDL Reporting Criteria (UDL RC) present a set of clear guidelines for reporting on UDL implementation. The UDL RC can be useful for researchers, practitioners and journal editors who seek to enhance the clarity of the UDL research base. This resource describes the development of the UDL RC and how they are intended to be applied to the design and reporting of UDL. The UDL RC are available at https://udl-irn.org/udl-reporting-criteria.

Researchers have long struggled with operationalizing UDL as a variable for research. Likewise, many practitioners and researchers alike have been frustrated by the mischaracterization of UDL by those who misrepresent it, especially in professional development sessions. This resource will explain an articulation of why operationalizing UDL may be so difficult and offer a reconceptualization of the operationalization to meet the unique aspects of frame work-oriented constructs such as UDL. Borrowing from postmodern theory.