This is the web-version of the Guidelines. It features full descriptions of each principle and guideline, as well as descriptions and examples of each checkpoint. Of course, this type of representation is not always best for everyone, so we have also created a graphic organizer, a teacher checklist, a full-text version, and have plans to develop other representations.
This web-version of the Guidelines is the second revision in what we consider a dynamic and developmental process. As such they are not to be thought of as final. They will constantly evolve with our understanding of the research from the fields of UDL, education, psychology, neuroscience, along with others. Since this document lacks finality, we greatly encourage participation and collaboration from implementers, advocates, and researchers, as well as people working in other fields, with the goal of making the Guidelines more accurate and inclusive.
As with the first version of these Guidelines, our intention remains to collect and synthesize comments from the field, weigh them against the latest research evidence, and, in consultation with an editorial advisory board, make appropriate modifications, additions, and updates to the UDL Guidelines on a regular basis. This is just a beginning and, we hope, a promising one for improving opportunities for all individuals to become expert learners.
The UDL Guidelines are organized according to the three main principles of UDL (representation, action and expression, and engagement). These are arranged differently depending on the purpose of the representation, but the content is consistent. To provide more detail, the principles are broken down into Guidelines, which each have supporting checkpoints. In short, they are arranged from:
Principle (least detail) → Guideline → Checkpoint (most detail).
These Guidelines should be carefully selected and applied to the curriculum as appropriate. The UDL Guidelines are not meant to be a “prescription”, but rather as a set of strategies that can be employed to overcome the barriers inherent in most existing curricula. They may serve as the basis for building in the options and the flexibility that are necessary to maximize learning opportunities. In many cases, educators may find that they are already incorporating many of these guidelines into their practice.
The Guidelines should not just be applied to one aspect of the curriculum nor should they be used with only a few students. Ideally the guidelines would be used to evaluate and plan goals, methods, materials, and assessments for the purpose of creating a fully accessible learning environment for all.
Last Updated: 07/15/2013