Design for Each and Every Learner: Universal Design for Learning Modules

The Big Picture

Designing inclusive instruction takes intentional planning and collaboration. To support this work, CAST, the TIES Center, and the Lake Washington School District developed a series of modules for a team to learn about Universal Design for Learning (UDL). These UDL modules provide an overview of how UDL can be a tool to design inclusive and equitable learning experiences for each and every learner, including students with significant cognitive disabilities. 

This guide was developed to support coaches and other leaders as they facilitate a team through the UDL modules. In this guide, you will find strategies to get started, specific goals and agenda items for each UDL module, a list of frequently asked questions, and some general coaching tips. Ultimately, we hope this guide will support the development of inclusive instructional practices for each and every learner in your site.

Getting Started

To prepare to facilitate a learning experience with the UDL modules, we recommend taking these initial steps: 

• Clarify your goals for having your team work with the UDL modules. 
• Become familiar with the UDL module content, structure, and resources. 
• Build your team.
• Plan for the variability of your team. 

1. Clarify Your Goals for the UDL Module Work 

The goal of the UDL modules is to increase inclusive practices for all students in a classroom, including students with significant cognitive disabilities. This includes students who would be eligible for the state alternate assessment based on alternate academic achievement standards. This population often includes students with labels such as intellectual disabilities, autism, multiple disabilities, and deaf-blind with significant support needs. 

Through learning about UDL in the modules, team members can plan and collaborate to develop inclusive strategies into instruction. 

Reflect on your goals for working through the UDL modules with a team. Meet with other coaches or leaders to discuss the overarching vision for the UDL Module work: 

• What is the vision for your site to develop inclusive practices? 
• Take time to analyze data to determine where students may not be fully included in learning experiences. Understanding where your site has the opportunity for growth and progress for equitable instruction can be a powerful inspiration for participating in the UDL module work.
• How does this UDL work align with your site’s mission/vision? 
• What is the social justice connection for this work? 

2. Become Familiar with the UDL Module Content, Structure, and Resources

Become familiar with the UDL module content, structure, and resources to be prepared to facilitate the learning for your team.

The content in the UDL modules is organized into four modules that can be explored flexibly, depending on the timing and needs of your site. Your team can build understanding of the key concepts using the range of media and resources that are included in each module. There are focus questions and goals for each section that can help drive the selection of the media and resources. Your team members can skip what they may already know, review and revisit materials as is helpful. All of the content is available online, so your team can engage in asynchronous, face-to-face, or hybrid learning and discussion opportunities.

The UDL module content is organized into four modules:

• Module 1, the “why” of UDL, including the vision of UDL, expert learning, learner variability, and clear goals and flexible pathways
• Module 2, the “what” of UDL, including the UDL Guidelines, UDL Framework, and accessibility
• Module 3, the “how” of inclusive instruction with UDL, including the UDL design process and the 5-15-45 collaboration tool
• Module 4, “beyond the lesson”, including a look at UDL implementation and systems change across a site and UDL alignment to other work or initiatives

The four UDL modules have a consistent structure to help you and your team learn about UDL, try an aspect of UDL in your context, and reflect on your UDL learning experiences. The “Try It” opportunity is a way to start to build a repository of examples of “UDL in action” from your site. Each module structure includes:

• Introduction: The Introduction section highlights the key concepts for that module. In the last two modules, there is also a review of key concepts.
• Build Background: The Build Background section provides multiple ways to learn the key ideas and foundational concepts. There is always one recommended resource for everyone to review. Then, there are options for resources that individuals can select from to learn more about the key ideas. The focus questions help direct attention to key ideas and there are time markers to help planning and resource selection.
• Try It: The best way to learn how to implement UDL is by trying it. Through applying the key ideas and concepts to your work, team members can begin to build out their own examples of how UDL was designed into instruction to meet the needs of all learners, including students with significant cognitive disabilities. The Try It section is organized around goals, so whether you are a teacher, paraprofessional, principal, or another role in the school, there are action items you can take.Embedded in the Try Its are 5 videos that capture UDL moments from teachers from Lake Washington School District. Use these videos to inspire UDL implementation.
  • UDL in Action 1: Gena Thome
  • UDL in Action 2: Gena Thome Part 2
  • UDL in Action 3: Liz Finnocchio
  • UDL in Action 4: Ashlynn OwenKachikis
  • UDL in Action 5: Ashlynn OwenKachikis Part 2

• Reflect & Connect: We encourage reflection throughout each module to provide the opportunity to connect with colleagues and share take-aways, implementation ideas, and evidence of how the UDL approach is supporting inclusive student learning.
• Dive Deeper: There are additional opportunities to learn more about each of the topics covered in the UDL modules. While no one set of curricular materials or resources will work for all individuals on your team, this section has resources that might align with specific interests, content areas, or burning questions. Busy professionals may quickly become overwhelmed by what they could be learning. Reassure your team that these resources are optional.

In addition to this consistent structure, there are optional resources embedded throughout the UDL modules to support the learning and collaboration. These include:

• Your UDL Journal is an option team members might use to record their ideas, key take-aways, application strategies, and reflection notes. As a coach, you may select certain parts of Your UDL Journal to use or provide this as an optional resource that your team members may use.

• UDL Meet Ups are an option for synchronous sessions that you can schedule with your team to provide opportunities for collaboration and discussion for each module. Use this time to share what was learned and what inclusive strategies were tried in each UDL module. UDL Meet Ups can be used to collaboratively develop inclusive strategies for each and every learner. These UDL Meet Ups can be virtual, hybrid, or face to face and you can explore the UDL Meet Up slide example as an example you might modify to support your planning of synchronous collaborative opportunities.

Your Self-Check is an optional resource that allows educators to keep track of their growing knowledge, application, collaboration, planning, and time tracking throughout each module.

3. Build Your Team

Having a vested team that is engaged in the learning can ensure the UDL modules have an impact on inclusive instructional practices. To build your team, have individuals who have volunteered, are invested in the vision of inclusion, and are willing to try out some new strategies in their instruction. This team can share how this work is having an impact on student learning.

Developing inclusive systems and practices requires buy-in from professionals across divisions, disciplines, job titles, and even groups that may not have worked together at your site. While a large number of team members can progress through the UDL modules, we recommend having time for a small group discussion within each module to leverage professional learning for each team member. We also recommend selecting or having someone volunteer to be a UDL team leader (or co-leader). The UDL team leader(s) will facilitate the module work, including providing the overarching vision and goal, scheduling meeting times, sharing weekly communication and reminders, and monitoring progress.

As you build your team, think about why and how your team members will engage with this work. Make a plan for fostering a safe learning environment for your team to take risks and try something new. Change can be challenging, and meeting the needs of all students can feel overwhelming at times. Building a team who is dedicated to this work can lay the foundation for success.

4. Proactively Bust Barriers 

Professional learning during the busy school year can be challenging. Consider how you can proactively anticipate and bust barriers for your diverse team members so that each and every individual can engage in the learning and build inclusive instructional strategies. UDL is a tool to intentionally design options to support the learning goals. Modeling how you implement UDL as you coach your team is a great way for your team to learn about UDL. 

Here are a few tips:

• Create an inclusive and welcoming tone to your communications and Meet Ups. Bring food, provide opportunities to get to know each other and to enjoy the time. Work to ensure the schedule can include everyone.
• Have clear expectations for the overarching work, as well as the individual sessions. At the start of each session, state the goals and provide opportunities for personal goal-setting.
• Offer choices and model flexibility (i.e., in the timing or ways that they share). Use the UDL Guidelines to design flexible options in how participants can engage, build background, and implement strategies. 
• Work with team members to provide helpful choices for their learning. For example, have a clear goal and share the 2-3 options that can be used to meet the goal. Highlight opportunities or considerations that may be important for individuals. For example, if you have a math teacher on your team, highlight the resources in the Dive Deeper section that call out mathematical content and learning.
• Identify areas of strength and opportunity within your team. Consider individual needs and preferences by asking about where there might be barriers to learning in the UDL modules and what might be done to reduce those barriers in future modules or UDL Meet Ups.
• Offer time for individual and group reflection. Some individuals will want to have one-on-one discussions about their learning and practice while others will prefer small group discussions. Some individuals will want you to review their “Your UDL Journal” and others will not. 
• Know what success looks like. Continue to revisit the vision for inclusion that you have for your site. Note areas of progress and success toward that vision. 
• Recognize that UDL is a mindset and takes time to implement. Celebrate the small successes and look for opportunities to make connections and alignment to other district work.
• Celebrate success and honor the learning of your team. Change can be hard, especially when time and resources are limited. Provide the individuals on your team with reassurance as they move through the UDL modules. Take time during your final meetings to reflect on what your team accomplished. If possible, honor your team with completion certificates or badges.

Here are a few additional tips for you to consider in your planning: 

• Establish a regular meeting time, so plans can be made to attend. It is recommended to meet at least once every two weeks. 
• Have an agenda; start and end on time.
• Become familiar with the materials and technology (i.e., review the site).
• Establish a clear way to communicate and collaborate with the team (i.e., email or shared Google doc).

UDL Module Work

Now that you’ve taken time to prepare to lead your team through the UDL modules, it is time to gather your team and begin the UDL module work. This section contains suggestions for how to lead your team through a kickoff and each of the UDL modules. There are suggestions for how to set goals, plan agendas, gather relevant materials, and gain feedback from your teams. This is to make sure each module helps design inclusive and equitable learning experiences for each and every learner, including students with significant cognitive disabilities.

UDL Module Kickoff

The purpose of the UDL module Kickoff is to build enthusiasm and community and to develop a shared understanding of the goals and expectations for the UDL module work. By the end of the Kickoff, participants should know why they are engaged in the work, understand the structure of the UDL modules, and have time to learn how to access the resources and materials. 

Here is a sample agenda for a UDL module Kickoff session. Note that this Kickoff could be virtual, hybrid, or face to face and is approximately one to one and a half hours long.

• Welcome and share introductions. (~10 min)
• State the purpose: why UDL? Why now? What is important about this work for students with significant cognitive disabilities? (~10 min)
• Work on your vision of inclusion and take time to share that vision for “all learners.” (~15 min)
• Discuss data from your site around inclusion. What areas are you looking to improve?
• Share an overview of the UDL module structure. (~10 min)
• Provide time for the team to explore the UDL module site on their own. (~20 min) 
• Open up time for discussion for the team to share concerns and questions. (~15 min)
• Conclude with a quick look at Module 1 and time to complete  an exit ticket. (~10 min)

Here is a list of materials that may be useful for the UDL module Kickoff: 

• a link to the UDL modules
• a link to the opening reflection: Vision of inclusive practices section of the UDL modules
• a UDL module Kickoff example to modify to meet your needs for the UDL module Kickoff 
• a link for participants to make a copy of Your UDL Journal
• an exit ticket to assess how the Kickoff supported learning or where there were barriers (for example, you could use Google Forms or have a printed sheet for participants to fill out) 

• What are you excited to learn about in the UDL modules?
• In what ways do you want to work on your instructional design to be inclusive and equitable for each and every learner, including students with significant cognitive disabilities.
• What barriers concern you for this UDL module work? 
• What can we do to support your learning?

UDL Module 1 

The purpose of UDL Module 1 is to understand the overarching vision and goals of UDL. This includes:

• the vision of UDL, with a focus on barriers in the environment;
• characteristics of expert learning;
• learner variability; and
• the importance of clear goals and flexible pathways to achieve those goals.

Here is a sample agenda for a UDL module 1 Meet Up. Note that this UDL Meet Up  could be virtual, hybrid, or face to face and is approximately one to one and a half hours long.

• Welcome and announcements. (~5 min)
• Provide a summary of UDL Module 1. For example, you can highlight how UDL focuses on barriers in the learning environment, instead of trying to “fix” a learner. Variability is a key concept to understand, which includes understanding that we can anticipate and design for the full range of learners in our classrooms. We can do this by having clear goals and flexible pathways for students to achieve those goals. Goals are critically important for UDL. The vision of UDL is to develop expert learners, who are purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed. (~5 min)
• Offer individual work and reflection time to prepare for the breakout room discussion (~5 min). Encourage participants to use Your UDL Journal and to be prepared to discuss in the breakout rooms: 
• Have small groups or break-out room discussions to discuss their responses, we suggest groups of 4-5. (~30 min)
• Come back together and share important take-aways and answers to the questions as a whole group. (~20 min)
• Discuss what’s coming next in Module 2 and have time for participants to fill out the exit ticket. (~10 min)

Here is a list of materials that may be useful for the UDL Module 1 Meet Up: 

• a link to the UDL Module 1 
• a UDL Meet Up slide example to modify to meet your needs for the UDL Meet Up
• a link to Your UDL Journal for participants to make their own copy
• Create an exit ticket to assess how the UDL Module 1 supported learning or where there were barriers. For example, you could use Google Forms or have a printed sheet for participants to fill out. 

UDL Module 2

The purpose of UDL Module 2 is to understand the UDL Guidelines , including: 

• the structure of the UDL Guidelines and how can individuals get started using them,
• how the UDL framework (goals, assessments, materials, methods) and UDL Guidelines align, and
• ways to use UDL to ensure access for students, including students with significant cognitive disabilities.

Here is a sample agenda for a UDL Module 2 Meet Up. Note that this UDL Meet Up could be virtual, hybrid, or face to face and is approximately 1-1.5 hours long.

• Welcome and announcements. (~5 min)
• Provide a summary of UDL Module 2. For example, you can provide an overview of the structure of the UDL Guidelines, including the vertical and horizontal organization. Highlight how educators can use the three UDL Principles in the goals, assessments, materials, and methods of any learning experience. Note how accessibility is a critical first step for UDL, as learners need to perceive, physically act, and be interested as the first step for learning. (~5 min)
• Offer individual work and reflection time to prepare for the breakout room discussion (~5 min). Encourage participants to use Your UDL Journal and to be prepared to discuss in the breakout rooms: 
• Have a small group or break-out room discussions focusing on those questions, we suggest groups of 4-5. (~30 min)
• Come back together and share important take-aways and answers to the questions as a whole group. (~20 min)
• Discuss what’s coming next in Module 3 and have time for participants to fill out the exit ticket. (~10 min)

Here is a list of materials that may be useful for the UDL Module 2 Meet Up: 

• A link to the UDL Module 2.
• A UDL Meet Up slide example to modify to meet your needs.
• A link for participants to make a copy of Your UDL Journal.

• Create an exit ticket to assess how the UDL module 2 supported learning or where there were barriers. For example, you could use Google Forms or have a printed sheet for participants to fill out. 

UDL Module 3

The purpose of UDL Module 3 is to understand:

• the UDL design process, including how to align goals, barriers, and flexible options using the UDL Guidelines
• the 5-15-45 is a tool to support collaborative design processes to include all students in instruction.

Here is a sample agenda for a UDL Module 3 Meet Up. Note that this UDL Meet Up could be virtual, hybrid, or face to face and is approximately one to one and a half hours long.

• Welcome and announcements. (~5 min)
• Provide a summary of UDL module 3. For example, highlight how UDL is not just about the UDL Guidelines, but is about having clear goals, anticipating barriers, and integrating options into the learning experience. The UDL Guidelines are a tool to support the design of lessons to better meet the needs of all students, including students with significant cognitive disabilities. Design is best with collaboration- the 5-15-45 tool supports the collaborative process for inclusive instruction. This is an opportunity to reflect as a team about how there are opportunities for collaboration among educators. (~5 min)
• Offer individual work and reflection time to prepare for the breakout room discussion (~5 min). Encourage participants to use Your UDL Journal and to be prepared to discuss these questions in the breakout rooms: 
• Have small groups or break-out room discussions, we suggest groups of 4-5.  (~30 min)
• Come back together and share important take-aways and answers to the questions as a whole group. (~20 min)
• Discuss what’s coming next in Module 4 and have time for participants to fill out the exit ticket. (~10 min)

Here is a list of materials that may be useful for the UDL Module 3 Meet Up: 

• A link to the UDL Module 3. 
• A UDL Meet Up slide example to modify to meet your needs.
• A link for participants to make a copy of Your UDL Journal.
• Create an exit ticket to assess how the UDL Module 3 supported learning or where there were barriers. For example, you could use an online survey software or have a printed sheet for participants to fill out. 

UDL Module 4

The purpose of UDL Module 4 is to understand the:

• UDL implementation process, and
• UDL alignment to other frameworks to ensure that “all means all.”

Here is a sample agenda for a UDL Module 4 Meet Up. Note that this kickoff could be virtual, hybrid, or face to face and is approximately 1-1.5 hours long.

• Welcome and announcements. (~5 min)
• Provide a summary of UDL module 4. For example, you can highlight that UDL implementation across a school can take years. It starts with a need for change that is grounded in data, then a team explores, prepares, integrates, scales, and optimizes UDL to support that need for change. UDL aligns with many frameworks that might be the focus of a school or district. (~5 min)
• Offer individual work and reflection time to prepare for the break-out room discussion (~5 min). Encourage participants to use Your UDL Journal and to be prepared to discuss in the break-out rooms: 
• Have small group or break-out room discussions, we suggest groups of 4-5.  (~30 min)
• Come back together and share important take-aways and answers to the questions as a whole group. (~20 min)
• Discuss what’s coming next with the completion of the UDL modules and have time for participants to fill out the exit ticket. (~10 min)

Here is a list of materials that may be useful for the UDL Module 4 Meet Up: 

• a link to the UDL Module 4;
• a UDL Meet Up slide example  to modify to meet your needs; and
• a link for participants to make a copy of Your UDL Journal.

You can create an exit ticket to assess how the UDL Module 4 supported learning or where there were barriers. For example, you could use Google Forms or have a printed sheet for participants to fill out. 

• What strategies did you gain to design for inclusive instruction, including students with significant cognitive disabilities? 
• What worked well for you in this UDL module 4? 
• Where were there barriers? What do you need to reduce these barriers for your learning and application? 

What Comes After the UDL Modules?

After your team completes the UDL modules, there are several opportunities for the next steps.

• Host one last UDL Meet Up. This is a chance to connect back to the opening reflection at your Kickoff. Have your team discuss how their vision of inclusion has changed. Reflect on what the team learned and the questions that remain.
• Celebrate successes. You could host a “sharatorium” where individuals or small teams take turns sharing the inclusive strategies they tried out and what they saw in terms of student learning. Remember to provide flexible ways for the teams to share their learning and their actions - for example, they may make a video, PowerPoint, or use another option!
• Determine action steps. Identify the next steps each person will take in their sphere of influence as a result of what they learned in the UDL modules. As mentioned earlier, change is hard. Having each person commit to trying one new thing or to sharing one new idea with a colleague can help to ensure the learning and inclusive strategies continue.
• Host a UDL Help Desk. Continue to build collective efficacy around the use of inclusive strategies to meet the needs of all learners, including students with significant cognitive disabilities, by hosting a bi-weekly or monthly help desk. Teachers and teams can come together with a coach or mentor to problem-solve and creatively find solutions that remove barriers to student learning. 
• Plan a second cohort. Consider hosting a second team to go through the UDL modules and UDL Meet Ups. You could have members from the first team become leaders or mentors to others at your site.
• Share examples of UDL. Continue to share examples of how inclusive strategies are designed into your lessons to meet the needs of all learners, including students with significant cognitive disabilities. These examples could be shared during staff meetings, professional development days, or other times. 

Frequently Asked Questions (FAQ)

There are some frequently asked questions about UDL. In this section, there are some sample answers to these questions and some suggested resources to suggest to learn more. 

What is UDL, is it a tool or an initiative?

CAST’s UDL Guidelines website describes how the UDL framework offers an overarching approach to designing meaningful learning opportunities that address learner variability and suggests purposeful, proactive attention to the design of goals, assessments, methods, and materials. CAST’s UDL Guidelines are a tool to support educators, curriculum developers, researchers, parents, and more to apply the UDL framework to practice.

How does UDL align with other initiatives we have in our school?

Universal Design for Learning is not an initiative but can be used to support initiatives your school may be working with. For example, if your school is working with a technology initiative, digital literacy, flipped classroom models, or other initiatives, UDL can support that initiative. Use UDL to support that initiative by identifying the overarching goal of that initiative (i.e., the goal of a flipped classroom model might be to increase active learning). Then, identify barriers that may prevent access and engagement in that initiative. Use the UDL Guidelines to design options for Engagement, Representation, and Action & Expression into the work for that initiative.

What is the connection between UDL, accessibility, and equity?

The U.S. Department of Education/Office of Civil Rights defines accessibility as “a person with a disability can acquire the same information, engage in the same interactions, and enjoy the same services equally effectively, equally integrated, with substantially equivalent ease of use as a person without a disability.” CAST has expanded this definition to be for “every individual.” 

UDL supports equitable practices because it encourages educators to recognize and value the variability in each and every individual. This can be done through the intentional design of the learning experience to be inclusive, flexible, and goal-directed. The UDL Guidelines are a tool to help with this design. Through intentional design for variability from the onset of learning, there can be more equitable opportunities for all students to access and engage in meaningful learning goals.  

I still want to see more examples of UDL before I try it.

The theory of UDL can be engaging, but may not lead to changes in classroom practice. It is important to take the first steps to apply UDL starting with UDL Module 1. Don’t wait until the end, but work with the Try It and take small steps in your work as you are learning. You might choose to focus on one lesson, activity, or meeting that you are planning as you work through the UDL modules. 

When do I know enough about UDL to lead a team through these UDL modules?

There is no prerequisite knowledge for leading a team through these UDL modules. Before volunteering to be a UDL team leader, we recommend:

• Be open to learning more about UDL in your practice so you can model what you are trying.
• Be able to access data from your school so you can discuss where there are inequities or disproportionality that need to be addressed. 
• Be willing to support educators to try out new practices and reflect on how it is supporting inclusive learning environments.
• Have time in your schedule to organize the UDL Meet Ups, correspond with your team, and do some learning on your own. 

Who should lead the UDL work at our school, general educators or special educators?

UDL is about inclusive design for all learners and is best implemented when multiple stakeholders are applying UDL to their practice. Each educator brings their unique strengths to the design of a learning experience - and UDL can best be supported through a collaboration between general educators, special educators, leadership, and other stakeholders in the school and family community.

Here are other resources to answer questions about UDL:

• Frequently asked questions about the UDL Guidelines
• 6 Myths about UDL

Where can I go for more training on UDL?

• CAST offers many opportunities for educators at all levels—and their organizations—to build their understanding and practice of Universal Design for Learning (UDL) , accessibility, and professional development.
• CAST and the UDL Implementation and Research Network (UDL-IRN) offer UDL credentials.

Additional Resources

UDL modules comprehensive Resource link  

Sample Emails

Example of a Scheduling Email

Hi everyone,

Thank you for your interest in our UDL modules training series. Based on feedback from the survey I sent out, the date and time we have identified for our first training is next [insert time and date here].    

I have attached a timeline document that lays out the schedule for the training, including the weeks when we expect you to dig into the content of the UDL modules as well as the weeks that you should devote to trying some strategies, reflecting upon those try-its in your journal and meeting up synchronously with your UDL module team The proposed schedule for the synchronous learning sessions is:

• Kick-Off Event, [insert date and time here]
• UDL Module 1 Meet Up, [insert date and time here]
• UDL Module 2 Meet Up, [insert date and time here]
• UDL Module 3 Meet Up, [insert date and time here]
• UDL Module 4 Meet Up, [insert date and time here]

Please confirm your intent to participate in these trainings and let me know if you have any additional questions. I’ll send an invitation to those that confirm their participation.  

Thank you!

Example of a Weekly Reminder Email

Hello All,

Our main goal this week is to learn about the vision of UDL. Let's get started!

Here are your next steps this week:

• Review the Module Introduction and revisit the opening reflection.
• Begin Module 1 Part 1: Build Background on the vision of UDL, expert learning, learner variability, and clear goals and flexible pathways. 
• Save the date  for our UDL Module 1 Meet Up on [insert date and time here].
• If you want to move ahead to Module 1 week 2, you can start Part 2: Try It and Part 3: Reflect and Connect.

Did you miss the UDL Kickoff Event? We will send everyone a link to the recording later this week. Do you have questions about the UDL modules? Please contact [insert name and email here].

Thank you!

Example of a Weekly Check-In Email 

Hi everyone!

We hope everyone is enjoying their exploration of Module 2 – the “what” of UDL. This week is all about putting the UDL framework and/or guidelines into action. Make sure you take some time to reflect on your learning and add your thoughts and ideas to your UDL journal.

We are looking forward to seeing you on [insert date and time here] for our next UDL Meet Up.  And as always, if you have any questions or concerns regarding this PD series, just let me know!

We can’t wait to hear what you have learned or found engaging!