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CAST’s staff contribute to books, journal articles, policy statements, magazine and newsletter pieces, and are also contributors to radio programs, podcasts, blogs, and videos.

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A sample of UDL Tips screenshots on a colorful wave background

UDL Tips

Explore, download, and print these handy quick reads with tips based on the UDL framework. Use them today to make your learning environment more inclusive.

Explore our UDL Tips

Screenshot of the Key Questions document
Quick Read

Key Questions to Consider When Planning Lessons

An alternate way to consider the UDL Guidelines is to look at some key questions that each Guideline answers. When planning a lesson or unit, consider these questions to ensure that the environment is flexible and inclusive of all learners.

CAST
2020

Photo of a child with a hearing aid reading a book. Attribution: Shutterstock | GUNDAM_Ai
Article

Five Things Educators Can Do to Buy Accessible

Edtech developers have been making significant advances in accessibility in response to states and districts that have made buying accessible a priority. This one-page document outlines five actions educators can take to ensure the procurement of accessible materials. 

C. Curry
2018

Illustration of the brain with the 3 UDL networks highlighted
Quick Read

UDL & the Learning Brain

What we know about the brain is central to the Universal Design for Learning Framework. Knowing key facts about the brain from a UDL perspective can help inform learning design to address learner variability. Find out more in this downloadable resource designed for educators.

CAST
2018

Screenshots from some of the Technology Feature Brief documents

Technology Feature Briefs

These briefs are designed for educators, developers, and researchers to find out more about particular features within technology tools, how they’re used, and whether they might be effective in addressing different barriers within a technology environment.

Download our Technology Feature Briefs

Popular Resources

  • Book

    Universal Design for Learning: Theory & Practice

    Meyer, Rose, and Gordon
    2014

    In the 1990s, Anne Meyer, David Rose, and their colleagues at CAST introduced universal design for learning (UDL), a framework to improve teaching and learning. Based on new insights from the learning sciences and creative uses of ...

  • Quick Read

    UDL Tips for Assessments

    CAST
    2020

    Universal Design for Learning (UDL) encourages “assessment by design,” but what does that mean specifically for educators? How can we use the UDL framework to design and reflect on assessments?

  • Book

    Teaching Every Student in the Digital Age: Universal Design for Learning

    D. H. Rose & A. Meyer
    2002

    In this seminal book on Universal Design for Learning, Rose and Meyer lay out the three principles, show their origins in the learning sciences and brain-based research, and describe practical applications of the framework to classroom instruction.

  • Article

    Differentiated Instruction and Implications for UDL Implementation

    T. Hall, et al.
    2014

    Information on the theory and research behind differentiated instruction and its intersection with Universal Design for Learning (UDL) is examined. The article begins with an introduction to differentiated instruction by defining …

  • Quick Read

    UDL Tips for Accessible Educational Materials

    CAST
    2023

    Accessibility is an important part of Universal Design for Learning, but how do you get started?

  • Quick Read

    UDL Tips for Developing Learning Goals

    CAST
    2020

    When we clarify what we want learners to accomplish, then we can select flexible assessments, methods, and materials that effectively support that goal.

  • Quick Read

    UDL Tips for Designing Learning Experiences

    CAST
    2020

    How can we design learning experiences so that they are meaningful and challenging for all learners?

  • Article

    UDL Unplugged: The Role of Technology in UDL

    D. H. Rose, J. W. Gravel & Y. M. Domings
    2010

    This article 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. The authors use the UDL guidelines as a structural framework through which to examine these questions.

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