What Really Works With Universal Design for Learning

The goal of Universal Design for Learning (UDL) is to use a variety of teaching methods to remove any barriers to learning and give all students equal opportunities to succeed. UDL doesn’t specifically target kids with IEPs: It’s about building in flexibility that can be adjusted for every student’s strengths and needs. UDL offers information in more than one format, gives kids more than one way to interact with academic material and to show what they’ve learned, and looks for different ways to motivate students. 

As most states move toward non-categorical certification in special education (e.g., certification in all disability areas across K-12 settings), as opposed to categorical certification (e.g., certification in Learning Disabilities or Autism), special education teachers need to know something about everything in their field. General education teachers and administrators are also faced with an enormous influx of students with disabilities in general education settings due to the philosophy of inclusive practices. This means that special educators are not the only ones expected to be up to speed on research-based strategies for students with special needs. In a nutshell, they all need to know what works in a wide range of areas and with a wide variety of students. Being proactive in planning and keeping the importance of student choice and voice in mind relates directly to UDL principles. This book proposes to provide K-12 teachers in both general and special education, as well as their administrators, with a resource that shows them how to use UDL effectively in an effort to improve the outcomes for all students.

The book contains and unprecedented breadth of topics related to UDL, from content areas (literacy, math), pedagogical areas (use of technology, culturally responsive practices, assessment, positive behavior support), and other critical areas (legal issues, classroom environment). Each chapter will be presented in a practical and easy-to-access format for busy professionals. The book will be designed so that it is useful as a “101” reference for practitioners and professionals who have no experience with UDL and are working with the concept for the first time, while at the same time, the very nature of its practical application will ensure that educators who have been teaching for years will want this book as a reference to help improve their current practice.