By definition, universal design for learning (UDL) is the design of instructional materials and methods that makes learning goals achievable by individuals with wide differences in their abilities. Universal design is attained by means of flexible curricular materials and activities that provide alternatives for students. As much as possible, these "designed-in" alternatives, which include different assistive technologies and cognitive supports, do not have to be added by teachers. However, effective use of the materials requires that the teacher be familiar with the various teaching strategies necessary to reach students of widely varying abilities, and many teachers are not.UDL is an approach to learning in which curriculum designers have considered the scope of student abilities and learning styles, taking into account varying abilities to see, hear, speak, move, read, write, comprehend English, attend, organize, engage, and remember. They then create a "package" of classroom resources and situations that can be used as desired to meet the needs of these individuals. UDL encourages learning through a combination of flexible materials and methods that provide access, challenge, and engagement for each student.

Different explanations of UDL use different terms to describe its structure. For instance, the Center for Applied Special Technology (CAST), discusses UDL in terms of multiples: multiple representation of content, multiple means of expression, and multiple options for engagement. Behind this approach is the idea that individual brains receive and process information very differently, so instruction should be designed to accommodate those differences.Alternatively, the Do-It Project at the University of Washington bases its functional description of UDL on the seven general principles of universal design developed by the

Center for Universal Design at North Carolina State University:

1. Equitable use: The design is useful and marketable to people with diverse abilities.

2. Flexibility in use: The design accommodates a wide range of individual preferences and abilities.

3.  Simple and intuitive: Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.

4. Perceptible information: The design communicates necessary information effectively to the user, regardless of existing conditions or the user's sensory abilities.

5. Tolerance for error: The design minimizes hazards and the adverse consequences of accidental or unintended actions.

Be Prepared and Organized

• Know your class

• Set clear learning goals: What all students should learn, what most will learn, what some will learn.

• Organize and prepare materials to be used.

• Use the most effective teaching strategy.

• Use available resources:

• Move beyond the textbook

• Know how to integrate technology

• Understand student groupings as a resource

•  Use collaboration and cooperative learning as resources.

• Convey expectations to students.

• Link assessment to teaching.