Universal Design for Learning: A Statewide Improvement Model for Academic Success‪.‬

INTRODUCTION Universal Design for Learning (UDL) has its roots firmly planted in the architectural field but educators are now seeing the transition of universal design principles into the field of education (Rose & Meyer, 2000). The principles of UDL offer teachers new ways to instructionally engage students through accessible digital curriculum materials and the latest technology tools. Educators have learned that students who have reading disabilities or are struggling readers often do not gain the same amount of knowledge as other readers for a variety of reasons. Student challenges may include such factors as decoding or comprehension problems, attention deficits, or vision impairments. Research has also shown that instructional materials developed in accessible formats offer a host of benefits to all students because they allow learners to customize and engage instructional content to suit their unique learning styles (Brown & Augustine 2000; Fennema-Jansen, 2001; Eagleton, 2002). The premises found in UDL offer students and teachers new individualized learning opportunities. These opportunities are not limited to students with disabilities; they help everyone who benefits from individualized, scaffolded learning supports to enhance their own learning needs. Accessible digital curriculum, paired with technology and sound instructional supports, is beginning to open new doors to learning for all students.