In comparison with neuropsychological models of executive function (EF), which focus on multiple components of executive control and highlight the developmental nature of these skills, the UDL framework potentially overemphasizes more advanced EF skills such as selfmonitoring and planning, and underemphasizes the role of core EF skills such as inhibitory control and working memory. Additionally, the UDL framework does little to support teacher understanding of EF as a neurodevelopmental skill. This overemphasis of more advanced EF skills and exclusion of core, earlier developing EF skills potentially leaves UDL practitioners unable to address the full range of variability among learner EF skills.