Universal Design for Learning (UDL) is a framework for designing instruction that provides flexibility in how information is presented, how students respond or demonstrate knowledge, and how students are engaged. UDL aims to reduce barriers and provide appropriate supports and challenges for all students by considering diverse learning needs from the beginning, rather than adding supports later. UDL is based on research about how the brain functions and recognizes there are multiple ways information can be perceived, strategic networks applied, and individual affective states engaged.

1. Universal Design for Learning: Reaching & Teaching All Learners Skip Stahl

2. What is Universal Design? "The term 'universal design' means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies." (Section 3(17)of Assistive Technology Act of 1998)

8. What is Universal Design for Learning (UDL) ? The process of building in (rather than adding on) accessibility and achievement supports for diverse learning needs is known as Universal Design for Learning

12. The Neurological Foundation Strategic Recognition Affective

13. The Neurological Foundation: Recognition Networks

14. The Neurological Foundation: Recognition Networks

15. The Neurological Foundation: Strategic Networks

16. The Neurological Foundation: Strategic Networks

17. The Neurological Foundation: Strategic Networks

18. The Neurological Foundation: Strategic Networks

19. The Neurological Foundation: Affective Networks

20. The Neurological Foundation: Affective Networks

21. The Neurological Foundation: Affective Networks

22. Bottom-up Perceptions Versus Top-down Constraints

23. Bottom-up Perceptions Versus Top-down Constraints Information captured by the retina takes about 100 milliseconds to reach the brain. To compensate for this lag, the brain predicts what the world will look like in the near future and acts on this prediction rather than the real information at its disposal.

24. Top-down Constraints “ What your brain thinks “ought” to be there)

25. Top-down Constraints “ What your brain thinks “ought” to be there)

26. Top-down Constraints “ What your brain thinks “ought” to be there)

27. Top-down Constraints “ What your brain thinks “ought” to be there)

28. Top-down Constraints “ What your brain thinks “ought” to be there)

29. Top-down Constraints “ What your brain thinks “ought” to be there)

32. Multiple Means of Representation IT WAS the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way- in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only. There were a king with a large jaw and a queen with a plain face, on the throne of England; there were a king with a large jaw and a queen with a fair face, on the throne of France. In both countries it was clearer than crystal to the lords of the State preserves of loaves and fishes, that things in general were settled for ever. IT WAS the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, Tale of Two Cities … It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of wisdom,

33. Multiple Means of Expression

34. Multiple Means of Engagement