{"id":9405,"date":"2023-09-07T10:47:57","date_gmt":"2023-09-07T14:47:57","guid":{"rendered":"https:\/\/www.marshall.edu\/design-center\/?page_id=9405"},"modified":"2025-10-22T12:16:28","modified_gmt":"2025-10-22T16:16:28","slug":"universal-design-for-learning","status":"publish","type":"page","link":"https:\/\/www.marshall.edu\/design-center\/universal-design-for-learning\/","title":{"rendered":"Universal Design for Learning"},"content":{"rendered":"

The Framework<\/h2>\n

The Disability Act (2005) defines Universal Design<\/strong> as: The design and composition of an environment so that it may be accessed, understood, and used to the greatest possible extent in the widest possible range of situations without the need for adaptation, modification, assistive devices or specialized solutions, by any persons.<\/p>\n

Universal Design for Learning<\/strong> (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. UDL encourages educators to be proactive in considering the variability of learners from the outset of curriculum design, rather than retroactively adapting materials for specific students. This approach supports a wider range of learners, including those with disabilities, varying language proficiencies, and distinct learning preferences<\/a>, helping to unlock their full potential and enhancing educational outcomes for everyone.<\/p>\n

The history of Universal Design for Learning can be traced back to several key milestones:<\/p>\n