The naming and emphasizing of joy and play feels radical and revolutionary and healing - I also feel sad for how rare this seems to be named and prioritized. Related to research of joy and play, I am curious to learn how different people think and talk about and experience joy and play. I'm curious about the relationship between these three concepts: identity, belonging, and joy and play. I see so much potential for hope and healing in this update.

This is so powerful and seemingly so simple - it mirrors the User Experience focus of Instructional Design. I also believe this will be very challenging for some teachers to fully enact, as school systems focus so much on the power and role of the teacher; and this is not suggesting the power or role of the teacher is diminished, but shared with the students to encourage student to be more engaged in their own learning.

Discussions of identity can welcome more learners into learning experiences, especially when we reflect on aspects of identity which may remain fixed and other aspects which may change in one way or another

I really appreciate the inclusion of both practitioners and researchers as equally important in this call. We should hold practitioners and researchers as equally important and encourage their collaboration - while acknowledging the growing number of practitioner researchers who truly are both. Additionally, this sentence is powerful in its naming of 'barriers rooted in biases and systems of oppression.' Only when we name these and illustrate them with real examples and show how people can use the UDL Guidelines 3.0 to address them will we begin to increase and ensure educational equity for more learners.

This sentence makes it clear the 'driver' behind this revision was seeking to ensure equity was more clearly supported by the UDL Guidelines. This seems to focus on making the guidelines work for learners as opposed to making the guidelines more consumable for instructors. This seems like a logical evolution. I believe educational equity can only be achieved when we focus on how learners experience our schools and other learning environments.