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“A 'must read' that empowers educators to create dynamic, accessible, and equitable learning environments for all. This book seamlessly integrates insights from established scholars and fresh voices in the UDL field to address the pivotal question: 'What does UDL look like?’ The second edition has a sharp focus on confronting equity and bias, including racial, cultural, and socioeconomic dimensions. An exciting and encouraging leap forward in education!”

—Kimberly Coy, PhD, Kremen School of Education and Human Development, California State University, Fresno


“This book holds a special place in my heart—the first edition introduced me to the transformative power of UDL, and I find myself freshly inspired by the second edition. The authors synthesize decades of research through a contemporary lens, diving deep into critical topics like equity and bias, project-based learning, and culturally responsive pedagogy. With its comprehensive approach, this book serves as an invaluable guide for educators navigating the complex landscape of today's classrooms. Whether you're seeking guidance to design a project-based learning unit, exploring the fusion of arts and culturally responsive pedagogy, or simply striving to create an environment that honors and nurtures all learners, this book provides practical applications.”

—Katie Novak, EdD, founder and executive director, Novak Educational Consulting


“The importance of UDL should never be underestimated. The second edition of this book offers a plethora of new insights on ways to use UDL in a variety of traditional and nontraditional education settings. Intersections between UDL and current educational research, policy, and best practices are addressed. The book highlights multiple ways to teach and build expertise in learners, with special attention to social–emotional learning and equitable access. This text is a 'must read' for any educator in these changing times—I look forward to incorporating it into my graduate course on UDL.”

—Frances G. Smith, EdD, adjunct professor, Graduate School of Education and Human Development, George Washington University

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Table of Contents

Foreword, David H. Rose

Preface

1. Universal Design for Learning Guidelines: Past, Present, and Promise, Jenna W. Gravel & Nicole Tucker-Smith

2. Universal Design for Learning of Literacy, Anya S. Evmenova, Tracey E. Hall, & Peggy Coyne

3. Meeting the Needs of All Learners in STEM: A Universal Design for Learning Approach, Betty George, Matthew Love, & Gelyn M. Roble

4. The Unbound Classroom: A UDL and Project-Based Approach to Curriculum Design, Chelsea Miro

5. Universal Design for Learning and the Arts: A Culturally Sustaining Pedagogical Remix, Aysha Upchurch, Don Glass, Christopher N. Hall, & Edmund Adjapong

6. Universal Design for Social and Emotional Learning, Gabrielle Rappolt-Schlichtmann, Christina Cipriano, Alyssa Boucher, & Kristin H. Robinson

7. Career and Technical Education and Universal Design for Learning: Promoting School and Career Success for All Students, Amanda Bastoni, Tracey E. Hall, & Kristin H. Robinson

8. Promoting Antiracism with Design and Intention, Andratesha Fritzgerald, Mirko Chardin, & David Gordon

9. Journey Mapping and Universal Design for Learning: Putting Students at the Center of Learning, Kim Ducharme

Index

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About the Editors

Tracey E. Hall, PhD, is Senior Research Scientist and Instructional Designer at CAST, the nonprofit education research and development organization that created the Universal Design for Learning (UDL) framework. She conducts research on instructional interventions in reading, writing, literacy in the content areas, and assessment. Her work includes the design and evaluation of instructional approaches and assessment tools using UDL. Her areas of expertise include curriculum-based measurement, teacher professional development, instruction and curriculum design, formative assessments using progress monitoring, and data-based decision making for instruction. Dr. Hall is a frequent presenter and consultant at the national and international education level. She has worked as a special education teacher, consultant, administrator, and university professor.

• Author's website

Kristin H. Robinson, MPhil, MA, is Senior Instructional Designer and Research Associate at CAST. Her graduate work in American Studies and cultural history helped her understand how structures directly influence the possibilities for success or failure of ideas, efforts, and people. In her work in CAST’s research and development initiatives, Ms. Robinson is particularly interested in using instructional design to acknowledge and empower the diverse priorities among the widest range of learners.

David Gordon, MFA, is Chief Content Officer at CAST and founder of CAST Professional Publishing. He is the former editor of the award-winning Harvard Education Letter and helped to found the Harvard Education Press. Mr. Gordon has worked as an associate editor at Newsweek and as a writing instructor at Emerson College. He is the author or editor of five books about education. He is the recipient of a National Press Club journalism award for his analysis of teacher certification programs and of the Arthur F. Burns Prize from the International Center for Journalists.

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Contributors

Edmund Adjapong, PhD, Department of Educational Studies, College of Human Development, Culture, and Media, Seton Hall University, South Orange, NJ

Amanda Bastoni, PhD, CAST, Lynnfield, MA

Alyssa Boucher, PhD, Department of Speech, Language, and Hearing Sciences, Boston University, Boston, MA

Mirko Chardin, Novak Education, Groton, MA

Christina Cipriano, PhD, Yale Child Study Center, Yale School of Medicine, New Haven, CT

Peggy Coyne, EdD, Independent UDL Consultant, Danvers, MA

Kim Ducharme, MEd, CAST, Lynnfield, MA

Anya S. Evmenova, PhD, Division of Special Education and Disability Research, College of Education and Human Development, George Mason University, Fairfax, VA

Andratesha Fritzgerald, EdS, Building Blocks of Brilliance Educational Consulting Firm, Richmond Heights, OH

Betty George, EdD, Alief Independent School District, Houston, TX

Don Glass, PhD (deceased), Education Division, John F. Kennedy Center for the Performing Arts, Washington, DC

David Gordon, MFA, CAST, Lynnfield, MA

Jenna W. Gravel, EdD, CAST, Lynnfield, MA

Christopher N. Hall, PhD, Boston Public Schools, Boston, MA

Tracey E. Hall, PhD, CAST, Lynnfield, MA

​Matthew Love, PhD, Department of Special Education, San José State University, San José, CA

Chelsea Miro, MAT, Educator, Marblehead, MA

Gabrielle Rappolt-Schlichtmann, EdD, EdTogether, Boston, MA

Kristin H. Robinson, MPhil, MA, CAST, Lynnfield, MA

Gelyn M. Roble, EdD, Alief Independent School District, Houston, TX

Nicole Tucker-Smith, MT, Lessoncast, Baltimore, MD

Aysha Upchurch, EdM, Department of Theatre and Dance, University of Texas at Austin, Austin, TX

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Audience

General and special educators, literacy specialists, school psychologists, and administrators working with children ages 5–17 (grades K–12); teacher educators and graduate students.

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Course Use

May serve as a text in graduate-level courses.

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Previous editions published by Guilford:

First Edition, © 2012
ISBN: 9781462506316

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New to this edition:

• Entirely new content.
• Coverage expanded from elementary and middle grades to secondary and beyond.
• Innovative approaches embracing the growth of UDL and the ubiquity of digital technologies in today’s classrooms.
• Spotlight on issues of equity and inclusion.
• Chapters on antiracism, social–emotional learning, career and technical education, journey mapping, and curriculum design.
• Compelling discussions of advances in UDL principles and research directions.