Proctor, Dalton, and Grisham discuss a 4-week study that used supported digital text to assist ELLs with reading comprehension. They found that embedding features did help promote learners’ use of comprehension strategies.

In this paper the teaching staff of T-560: Meeting the Challenge of Individual Differences, a course at the Harvard Graduate School of Education, discuss their experiences implementing UDL in their course. It also includes specific examples from their class.

In this article the UDL guidelines are summarized along with the current status of their research and application.

Rose and Dalton argue that traditional definitions of literacy are too narrow, and must be expanded to include listening. It concludes with recommendations on how to include listening in the classroom.

In this paper, Hehir discusses some of the historical policy foundations of UDL, tracking its development from the 1970’s to NCLB and IDEA. It also discusses some policy considerations and other policies that support UDL.

In this paper, Meo discusses how to integrate Universal Design for Learning (UDL) into the curriculum planning process to include all students from the start. She uses a high school level reading comprehension program as an example.

Dalton and Proctor discuss the variety of supports that could be included in designing a “Universal Literacy Environment” for students “in the margins”. In particular, they focus on how to help build learners’ comprehension.

Robert Mislevy, a leading expert in educational assessment, technology, and cognitive science, shares his insights on the integration of UDL and assessment.

This paper examines the question of whether technology is central to the foundations of UDL or whether UDL is useful as a pedagogical framework that goes beyond technology.

This paper suggests that when new technologies in education meet the needs of students “at the margins,” those students for whom present technologies are least effective, all students will benefit.

This article draws playful and important parallels as it explores the features of the GPS through the lens of the UDL guidelines.

Written by David Rose and Ge Vue in 2010, this article imagines the future by “pre-creating” the Presidential Address at the IDA Annual Conference in 2020.

In this article published in Principal, a publication of the National Association of Elementary School Principals, Dr. Maggie McLaughlin identifies Universal Design for Learning as the best way to meet the needs of students, particularly in regard to implementing the Common Core State Standards for students with disabilities.

In this article, Dr. Smith shares the results of a 4-semester case study that explored the reflective practice of one faculty member that applied the UDL framework to the design and delivery of an introductory graduate research methods course. Findings note that goals were more clearly aligned with instructional practices; there was a positive relationship to student interest and engagement; and students were positively engaged in the course. Citation

Gravel and Rose discuss how new digital technologies can be used to design flexible curricula that work for ALL learners.

In this issue of the ASHA Leader, a publication of the American Speech-Hearing-Language Association, Dr. Patti Ralabate describes the UDL framework and offers examples using a case scenario approach. Dr. Ralabate is CAST Director of Implementation and a former UDL postdoctoral fellow. Citation

In this issue of Practice Perspectives, Dr. Elizabeth Hartmann describes the basics of UDL and how it applies to students who are deaf-blind. Dr. Hartmann is a faculty member at Lasell University and a former UDL postdoctoral fellow. The article helps educators, parents, and individuals with deaf-blindness better understand UDL so that they can actively participate in the development of UDL practices to improve education for all students. Citation

Basham, et. al. discussed the concepts of Universal Design for Learning (UDL) and Response to Intervention (RTI), and how they can intersect in the classroom. Citation

Basham, Meyer, and Perry discussed the effects of providing students with a "digital backpack". They found that allowing students to use and access multiple technologies was advantageous. Citation

Edyburn "highlights the nuances associated with translating UDL theory into practice" and offers ten propositions to move the field of UDL forward. Citation

The National UDL Task Force, comprised of 38 national education and civil rights organizations, strongly recommends inclusion of UDL in the new Elementary and Secondary Education Act (formerly No Child Left Behind).

Gradel and Edson talked about how UDL can be integrated into higher-education, and makes some specific recommendations for practice. Citation

Castleberry and Evers discussed integrating technology into the modern language classroom with the principles of UDL in mind. They made 20 recommendations for what technologies can be used by teachers in the classroom. Citation

Project Forum of NASDSE convened a working group in late 2008 to examine the state of UDL. This document summarizes their findings. Citation

This article examines how adolescent students with reading difficulties utilized technology-based tools embedded into a UDL middle school science curriculum. Citation

This discussion guide reveals a burgeoning UDL movement underway in Alberta, Canada. Citation

McPherson discussed the principles of UDL as applied to the Pre-K-4 science curriculum, and the positive impact it had on student learning. Citation

This report, prepared for Project Forum, summarized the implementation of UDL at the school level in six different locations. It included the benefits, challenges, and recommendations for schools that wish to implement UDL. Citation

 Lieber, Horn, Palmer, and Fleming discussed a pre-school curriculum called "Children's School Success" that is based around the principles of UDL. They found that students with disabilities had increased levels of academic and social success when their teachers used this curriculum. Citation

Kortering, McClannon, and Braziel examined high-school students' perceptions of classes that implement interventions based on the principles of UDL. They reported that students with and without disabilities found classes implementing UDL interventions were more satisfactory, and expressed the desire for additional UDL interventions in the future. Citation

Izzo, Murray, and Novak summarized two studies that were completed to evaluate whether or not training teachers in UDL was effective in helping to integrate students with disabilties into the college level classroom. They found that faculty that were trained in UDL felt that were more prepared to flexibly meet the needs of all of their learners. Citation

The National Education Association provides an overview of the UDL framework and ways in which UDL can help teachers better reach and teach all learners. Citation

Spooner et al. looked to find out the effects of UDL training on college level instructors. They found that even a brief introduction to UDL helped teachers design a lesson plan that was more accessible to a variety of students in their classrooms. Citation

Howard described her attempt to answer the following question: how can I figure out how to make the curriculum accessible to each student? She then discussed her practice in relation to UDL. Citation

This report, prepared for Project Forum, discussed Kentucky, New York, California, and Ohio's efforts to implement UDL in their schools, and the different approaches they took to implementation of UDL into the classroom. Citation