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  • About UDL
    • What is Universal Design for Learning?
      • How Has UDL Been Defined?
      • The Concept of UDL
      • The Three Principles
    • UDL Guidelines 2.0
      • About this Representation
      • Changes in Guidelines 2.0
      • Principle I. Provide Multiple Means of Representation
      • Principle II. Provide Multiple Means of Action and Expression
      • Principle III. Provide Multiple Means of Engagement
      • Download UDL Guidelines Version 2.0!
        • Guidelines Version 1.0
    • UDL and the Curriculum
      • What Does it Mean to Say that Curricula are Disabled?
      • How Does UDL Address Curricular Disabilities?
    • UDL and Expert Learners
    • UDL and Technology
    • Highlights from the Resource Library
  • About the UDL Center
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      • June 27, 2012
      • May 25, 2012
      • May 18, 2012
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      • April 29, 2010
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      • February 5, 2010
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      • November 9, 2009
      • November 2, 2009
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      • About the National UDL Task Force
  • Advocacy
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    • Task Force Briefings
      • Congressional Briefing: May 19, 2010
    • UDL FAQ Guides
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    • UDL in Your State
      • Report - UDL: Initiatives on the Move
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    • Advocacy Toolkit
    • References to UDL in Public Policy
      • UDL in the Higher Education Opportunity Act of 2008
    • Advocacy Highlights from the Field
    • Highlights from the Resource Library
  • Implementation
    • UDL Examples and Resources
      • Checkpoint 1.1: Customize the Display
      • Checkpoint 1.2: Alternatives for Audio
      • Checkpoint 1.3: Alternatives for Visual
      • Checkpoint 2.1: Clarify Vocab and Symbols
      • Checkpoint 2.2: Clarify Syntax and Structure
      • Checkpoint 2.3: Decode Text, Notation, and Symbols
      • Checkpoint 2.4: Understanding Across Languages
      • Checkpoint 2.5: Illustrate Through Multiple Media
      • Checkpoint 3.1: Activate Background Knowledge
      • Checkpoint 3.2: Highlight Critical Features
      • Checkpoint 3.3: Guide Information Processing
      • Checkpoint 3.4: Support Memory and Transfer
      • Checkpoint 4.1: Response and Navigation
      • Checkpoint 4.2: Tools and Assistive Technology
      • Checkpoint 5.1: Media for Communication
      • Checkpoint 5.2: Tools for Composition and Construction
      • Checkpoint 5.3: Support for Practice and Performance
      • Checkpoint 6.1: Guide Goal-Setting
      • Checkpoint 6.2: Support Planning and Strategy
      • Checkpoint 6.3: Manage Information and Resources
      • Checkpoint 6.4: Monitoring Progress
      • Checkpoint 7.1: Individual Choice and Autonomy
      • Checkpoint 7.2: Enhance Relevance, Value, and Authenticity
      • Checkpoint 7.3: Minimize Threats and Distractions
      • Checkpoint 8.1: Heighten Salience of Goals
      • Checkpoint 8.2: Optimize Challenge
      • Checkpoint 8.3: Foster Collaboration and Community
      • Checkpoint 8.4: Mastery-Oriented Feedback
      • Checkpoint 9.1: Optimize Motivation
      • Checkpoint 9.2: Facilitate Coping Skills
      • Checkpoint 9.3: Develop Self-Assessment and Reflection
    • CAST UDL Online Modules
    • UDL Spotlight
    • Postsecondary Education and UDL
    • A Tale of Four Districts
      • Baltimore County Public Schools
      • Bartholomew Consolidated School Corporation
      • Cecil County Public Schools
      • Chelmsford MA Public Schools
      • Video Highlights
    • UDL Systemic Change Planner
    • PD Toolkits
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    • Highlights from the Resource Library
  • Research
    • Types of Evidence Supporting UDL
    • Research Evidence
      • Checkpoint 1.1: Customize Display
      • Checkpoint 1.2: Alternatives for Audio
      • Checkpoint 1.3: Alternatives for Visual
      • Checkpoint 2.1: Clarify Vocab and Symbols
      • Checkpoint 2.2: Clarify Syntax and Structure
      • Checkpoint 2.3: Decode Text, Notation, and Symbols
      • Checkpoint 2.4: Understanding Across Languages
      • Checkpoint 2.5: Illustrate Through Multiple Media
      • Checkpoint 3.1: Activate Background Knowledge
      • Checkpoint 3.2: Highlight Critical Features
      • Checkpoint 3.3: Guide Information Processing
      • Checkpoint 3.4: Maximize Transfer and Generalization
      • Checkpoint 4.1: Response and Navigation
      • Checkpoint 4.2: Tools and Assistive Technology
      • Checkpoint 5.1: Media for Communication
      • Checkpoint 5.2: Tools for Composition and Construction
      • Checkpoint 5.3: Supports for Practice and Performance
      • Checkpoint 6.1: Guide Goal-Setting
      • Checkpoint 6.2: Support Planning and Strategy
      • Checkpoint 6.3: Manage Information and Resources
      • Checkpoint 6.4: Monitoring Progress
      • Checkpoint 7.1: Individual Choice and Autonomy
      • Checkpoint 7.2: Enhance Relevance, Value, and Authenticity
      • Checkpoint 7.3: Minimize Threats and Distractions
      • Checkpoint 8.1: Heighten Salience of Goals
      • Checkpoint 8.2: Optimize Challenge
      • Checkpoint 8.3: Foster Collaboration and Community
      • Checkpoint 8.4: Mastery-Oriented Feedback
      • Checkpoint 9.1: Optimize Motivation
      • Checkpoint 9.2: Facilitate Coping Skills
      • Checkpoint 9.3: Develop Self-Assessment and Reflection
    • Highlights from the Resource Library
  • Resource Library
    • Videos
      • Videos from the National Center on UDL
        • Changes in UDL Guidelines 2.0
        • UDL Principles and Practice
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      • 2020's Learning Landscape
      • Curriculum Planning for All Learners
      • Future is in the Margins
      • Getting from Here to There
      • Perspectives on UDL and Assessment
      • Plato Revisited
      • Policy Foundations of Universal Design for Learning
      • Reading as Thinking
      • Scaffolding English Language Learners and Struggling Readers
      • Universal Design for Learning
      • Universal Design for Learning in Postsecondary Education
      • UDL Unplugged
      • Selected Articles from the Field
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