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The evolution of CAST’s UDL Guidelines has been and continues to be a dynamic, collaborative, and research-based process
The multiple versions of the UDL Guidelines reflect a dynamic, collaborative, and research-based process aimed at enhancing educational practices. Each iteration incorporates feedback from educators and integrates new research from fields like cognitive science and inclusive education.
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The UDL Guidelines offer a structure for proactively uncovering and addressing these barriers and for intentionally designing learning environments and experiences that more fully honor and value every learner.
The UDL Guidelines can be used effectively by educators working together to share insights and strategies based on the Guidelines. Collaborating with colleagues allows for the exchange of ideas and best practices, creating a community of support focused on enhancing student learning.
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UDL emphasizes three large brain networks that comprise the vast majority of the human brain and play a central role in learning. These networks include: the affective networks (where learners evaluate the internal and external environment to set priorities, to motivate, and to engage learning and behavior), the recognition networks (where learners sense and perceive information in the environment and transform it into usable knowledge), and the strategic networks (where learners plan, organize, and initiate purposeful actions in the environment).
The UDL Guidelines align closely with the learning brain by addressing the unique functions of the three core brain networks: affective network, recognition network and strategic network.
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