The UDL Guidelines are not meant to be a prescription or a checklist, but a tool that offers a set of suggestions that can be applied to instructional design to reduce barriers, sustain and honor learners’ multiple identities, and maximize learning opportunities according to specific learning goals.

At the access row, the processing is often unconscious and automatic. At the executive function row, the processing is often conscious and intentional

UDL Guidelines 3.0 builds upon previous iterations and emphasizes addressing barriers rooted in biases and systems of exclusion for learners with and without disabilities. This expanded version aims to fulfill the promise of the Guidelines as a resource to guide the design of learning environments and experiences that reduce barriers and more fully honor and value every learner.

View culture as a resource: Finally, don’t be culture-blind. When we ignore students’ identities, we efface who they are in the world and lose a rich resource for learning. Understand this simple, powerful truth offered by my friend Zaretta Hammond

Become a warm demander: Author Lisa Delpit describes warm demanders as teachers who “expect a great deal of their students, convince them of their own brilliance, and help them to reach their potential in a disciplined and structured environment.” An equity stance pushes us to couple high expectations with a commitment to every child’s success.

Walking toward equity will help us to create inclusive, 21st-century classrooms.

Know every child: First and foremost, get to know each student as a unique and layered individual. Embrace storientation to learn where they’re from, what they love to do outside of school,