Universal Design for Learning (UDL) reflects practices that provide multiple and varied formats for instruction and learning. It is an approach to teaching, learning, curriculum development and assessment that uses new technology to respond to a variety of individual learner differences. UDL applies the principles of Universal Design to teaching and curriculum design by providing a blueprint for creating instructional goals, methods, materials, and assessments that works for all learners (Sopko, 2009).

The term Universal Design For Learning was defined in federal education law to mean a scientifically valid framework for guiding educational practice that:

(A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and
(B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient. [Higher Education Opportunity Act of 2008, P.L. 110-315, §103(a) (24)].

In Universal Design for Learning there is no one-size-fits-all solution. Instead, flexible approaches that can be customized and adjusted for individual learning needs. Such a curriculum and learning environment allows children with varying abilities access to age appropriate education content. This opens the door for children with disabilities to achieve the academic standards set for all students in a school, district or state.