When I was a kid, my parents had a set of 3-legged stools around our kitchen island. It was where I did my homework, we played countless Uno games, and I subjected my family to my signature dish, spaghetti pie, twice a week! I still have one of those stools in my office today, and it reminds me of how a solid foundation can support all kinds of activities—whether it’s staying upright or creating inclusive learning environments for all kids to thrive.
Just like my well-worn stool needed all its legs to stay balanced, the UDL Guidelines are built on three key principles, each essential for designing effective and inclusive learning experiences. These principles provide the foundation that supports all learners, just as each leg of the stool keeps it steady.
The UDL Principles
The three principles of the UDL Guidelines are:
Design multiple means of Engagement
Want to learn more? Keep reading about how and why to design multiple means of engagement.
Design multiple means of Representation
Keep Reading to learn more about designing multiple means of representation.
Design multiple means of Action & Expression
Want to learn more about designing multiple means for action and expression? Keep reading.
Before exploring the UDL Guidelines (which may look a little like a list!), it’s crucial to understand that UDL isn’t something you simply check off a list; it’s a mindset, a framework for approaching planning in a dynamic, iterative way. UDL is about embracing evidence-based practices while continually measuring their impact on learners. It’s not as simple as deciding to 'Do UDL' in a single lesson or unit. Instead, UDL encourages us to engage in a cycle of ongoing improvement, always striving to create spaces where every student can thrive.
The UDL Guidelines, first introduced in 2008, were designed to be dynamic and evolve with new research and input from educators. Since the initial Version 1.0 in 2008, CAST has released four updates that reflect the ongoing growth. The newest version of the Guidelines was published in July 2024. You can learn more about the significant shifts here.
The newly published Universal Design for Learning: Principles, Framework, and Practice: Updated Edition describes the Guidelines as a tool for systematically thinking about individual variability in learning. The book also notes, 'Most importantly, the Guidelines are a learning instrument: a guide for self-reflection and improvement for educators and learners alike.'
As you can see from the figure below, the UDL Guidelines are organized into principles, guidelines, and considerations (formerly known as 'Checkpoints' if you’re familiar with previous versions of the Guidelines). Note the language around "designing options" in each Guideline, as no single option will work for all learners. These layers help educators systematically address learner variability and ensure their instructional practices are as inclusive and effective as possible.
UDL Guidelines Unpacked
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When designing instruction, we recommend moving across the UDL principles, beginning with how students engage in learning, then considering how they access and understand information, and finally how they act on and demonstrate what they know.
Within each principle, begin with the access row by anticipating and removing barriers that may prevent students from participating and learning. Next, focus on the support row by providing appropriate challenge, scaffolding, feedback, and opportunities to practice. Finally, focus on the executive function row by helping students develop the skills and strategies to sustain motivation, build knowledge, and direct their own learning.
The order matters because flexibility alone does not necessarily improve learning outcomes. For example, if students are assigned a printed text (a single means of representation) they cannot access because of visual impairments or difficulties with decoding, offering a choice board to summarize the text (multiple means of action and expression) will not address the barriers preventing them from understanding it. Students first need accessible ways to engage with the content, followed by appropriate support to develop their understanding, before they can meaningfully demonstrate what they know.
Just like my childhood stool needed all three legs to stay balanced, the UDL Guidelines are built on the foundation of three UDL principles necessary to create effective and inclusive learning environments. UDL isn’t just about checking boxes; it’s about embracing an ongoing process of reflection and improvement. By using these Guidelines, we can design learning experiences that best support the diverse needs of all students, helping them feel welcomed, valued, and empowered.
Learn more about UDL and the UDL Guidelines
- Check out our ultimate Guide to UDL
- Read Katie’s best-selling book UDL Now
- Explore our online courses.
- View the interactive UDL Guidelines on CAST's site
