| The central practical premise of Universal Design for Learning is that a curriculum should include alternatives to make it accessible and appropriate for individuals with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts. The "universal" in universal design does not imply one optimal solution for everyone. Rather, it reflects an awareness of the unique nature of each learner and the need to accommodate differences, creating learning experiences that suit the learner and maximize his or her ability to progress. |
| 1. Students with disabilities fall along a continuum of learner differences rather than constituting a separate category. |
| 2. Teacher adjustments for learner differences should occur for all students, not just those with disabilities. |
| 3. Curriculum materials should be varied and diverse including digital and online resources, rather than centering on a single textbook. |
| 4. Instead of remediating students so that they can learn from a set curriculum, curriculua should be made flexible to accommodate learner differences. |
| UDL shifts old assumptions about teaching and learning in four fundamental ways: |
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| This text has been taken from CAST's Website http://www.cast.org/udl/index.cfm?i=7 |