Chief Education Officer
David Rose is a developmental neuropsychologist and educator whose primary focus is on the development of new technologies for learning.
In 1984, Dr. Rose co-founded CAST, a not-for-profit research and development organization whose mission is to improve education, for all learners, through innovative uses of modern multimedia technology and contemporary research in the cognitive neurosciences. That work has grown into a new field called Universal Design for Learning which now influences educational policy and practice throughout the United States and beyond. Dr. Rose has taught at the Harvard Graduate School of Education for nearly three decades.
As a researcher, Dr. Rose is the Principal Investigator on a number of U.S. Department of Education and National Science Foundation grants, and is currently the principal investigator of two national centers created to develop and implement the National Instructional Materials Accessibility Standard (NIMAS). With the increasing prominence of UDL as a field within education, Dr. Rose has become a frequent keynote speaker at national and international conferences.
He is also the co-author or editor of several books, including Universal Design for Learning: Theory & Practice (CAST Professional Publishing, 2014) and Teaching Every Student in the Digital Age: Universal Design for Learning (ASCD, 2002). He has authored dozens of journal articles and academic book chapters.
Dr. Rose also leads or participates in many of CAST's technology and media development projects that have resulted in programs that are both award-winning and commercially successful including: Literary Place (Scholastic); Wiggleworks® (Scholastic); Thinking Reader (Tom Snyder/Scholastic); CAST’s Bobby (now distributed by IBM); AMP Reading System (Pearson).
Dr. Rose has worked as a consultant for Houghton-Mifflin, Scholastic, Tom Snyder Productions, EBSCO Publishing, Pearson, Sopris West, and other publishers. He has also testified before the U.S. Senate’s Appropriations Subcommittee on Labor, Health & Human Services, and Education, and regularly advises state departments of education on policies related to the education of students with disabilities and designing universally designed educational systems.
With his CAST colleagues, he has won numerous awards, including the Computerworld/Smithsonian Award for Innovation in Education and Academia (Laureate, 1993; Finalist, 1999), Tech Museum of Innovation Award (2002), LD Access Foundation Innovation Award (1999), and the EdNET HERO Award (2005). In 2004, the George Lucas Educational Foundation’s Edutopia magazine named him one of education’s “Daring Dozen.
EdD, Harvard Graduate School of Education
MA, Reed College
BA, Harvard College
Meyer, A., Rose, D.H., Gordon, D. (2014).
Universal Design for Learning: Theory and practice. Wakefield, MA: CAST Professional Publishing. Online at
Hall, T.E., Meyer, A., & Rose, D.H. (2012). Universal Design for Learning in the Classroom: Practical Applications. New York: Guilford.
Rose, D., Meyer, A., & Hitchcock, C. (2005). The Universally Designed Classroom. Cambridge, MA: Harvard Education Press.
Gravel, J.W. and Rose, D.H. (2015). Universal design for learning in postsecondary education: Reflections on principles and their application. In Burgstahler, S.E., & Cory, R.C. (Eds.) Universal design in higher education: From principles to practice, second edition. Cambridge, MA: Harvard Education Press.
Rose D. H., Johnston, S.C., & Vanden Boogart, A. (2014). Canaries in the mine: Reading and its disabilities in a post-Gutenberg world. Perspectives on Language and Literacy, (40)1:41-44.
Glass, D., Meyer, A., & Rose, D.H. (2013). The Arts and Universal Design for Learning. In The Harvard Educational Review, Expanding Our Vision for the Arts in Education, 83(1). Cambridge, MA: Harvard Education Press.
Karger, J., Rose, D., & Boundy, K. B. (2012). Applying “Universal Design for Learning” to the education of youth in detention and juvenile corrections facilities. In S. Bahena, N. Cooc, R. Currie-Rubin, P. Kuttner, and M. Ng (Eds.) Disrupting the School-to-Prison Pipeline, 119-143. Cambridge, MA: Harvard Educational Review.