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Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

Our technical assistance centers, funded by the U.S. Department of Education, offer universal, targeted, and intensive technical assistance for stakeholders.

CAST investigates solutions to the most critical questions across preK–12, Higher Ed, and workforce, including questions related to equity, access, and outcomes. Building on an award-winning history, we co-design transformative solutions, improvement strategies, implementation systems and practices, and tools for learning.

CAST partnered with the Minority Student Achievement Network (MSAN) to create a web-based professional development course to help 8th-grade science teachers understand stereotype threat and adopt UDL-based methods to reduce the likely effects of stereotype threat in their everyday instruction.

We're exploring how informal science learning experiences can support science museum visitors' engagement in "productive struggle” — learning challenges that are exhilarating, challenging, intensive, and fruitful. 

9:00AM – 4:00PM ET on Friday, October 18, 2019

The #UDLHE Digital Conference will be an opportunity for UDL-interested (and invested) faculty, staff, and graduate students from around the world to convene and learn together without the burden of geographic and cost-based barriers. It will offer an opportunity to hear from people that we otherwise would not have access to, call for and facilitate presentations that advance the work of UDL in higher education and catalyzes individuals to bring their work and findings to other non-UDL focused conferences.

2:00PM – 3:00PM ET on Tuesday, October 20, 2020

Learn about the built-in features of reading systems that allow learners to personalize and customize their experiences once they have downloaded a high-quality, accessible EPUB title. Part 2 of a 3-part series from the AEM Center at CAST.

R. Jackson, 2005

The Individuals with Disabilities Education Act (IDEA) of 1997 and 2004 set forth requirements to improve access to the general curriculum for students with low-incidence disabilities. Universal design for learning (UDL) is discussed as a …

Meyer & Rose, 2005

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.

Wednesday, August 5 – Friday, August 7, 2020

The Symposium sessions highlight promising work that is taking place in the field and is serving as a forum to co-create a vision for how to more explicitly develop UDL as a framework for designing equitable learning opportunities for all.