PRINCIPLE I. PROVIDE MULTIPLE MEANS OF REPRESENTATION GUIDELINE 1: PROVIDE OPTIONS FOR PERCEPTION GUIDELINE 2: PROVIDE OPTIONS FOR LANGUAGE, MATHEMATICAL EXPRESSIONS, AND SYMBOLS GUIDELINE 3: PROVIDE OPTIONS FOR COMPREHENSION

GUIDELINE 1: PROVIDE OPTIONS FOR PERCEPTION Customized options for perception = Diverse representation of content As much as possible, content should be understood as conceptual; allowing a variety of mechanisms for expression and understanding. This is easier with simple content and more challenging with complex material.

GUIDELINE 1: PROVIDE OPTIONS FOR PERCEPTION Formats for text = High contrast, font/background, Reading, Symbolic representation, Text to speech. Formats for sound = Volume, Rate or Pitch variations for speech or other auditory content, Captioning, Speech to text, Rhythmic visuals, Symbolic representation, Sign language Formats for images = Audio description, textual description

GUIDELINE 1: PROVIDE OPTIONS FOR PERCEPTION Size Color and Font change accessibility of text.

Break up What, How and Why GUIDELINE 2: PROVIDE OPTIONS FOR LANGUAGE, MATHEMATICAL EXPRESSIONS, AND SYMBOLS Break up What, How and Why Introduce vocabulary, complex relationships, and their applications separately. Provide and support dominant language and heritage language resources, both content and reference tools. Use non-text, visual media to reinforce accessibility.

GUIDELINE 3: PROVIDE OPTIONS FOR COMPREHENSION Begin multi-part instruction with basic content Connect instruction with prior knowledge and experience Emphasize trends, landmark concepts and connected elements

GUIDELINE 3: PROVIDE OPTIONS FOR COMPREHENSION Guide exploration of content: provide clear prompts, Establish cadence in progress through material, clearly describe the structure of systems within content Present key information in multiple, simple, straightforward formats Encourage use of memory tools

PRINCIPLE II. PROVIDE MULTIPLE MEANS OF ACTION AND EXPRESSION GUIDELINE 4: PROVIDE OPTIONS FOR PHYSICAL ACTION GUIDELINE 5: PROVIDE OPTIONS FOR EXPRESSION AND COMMUNICATION GUIDELINE 6: PROVIDE OPTIONS FOR EXECUTIVE FUNCTIONS

GUIDELINE 4: PROVIDE OPTIONS FOR PHYSICAL ACTION Present content with a variety of levels of interaction Create diverse pacing formats Allow input from adaptive devices Design options for mouse-only or keyboard-only use

GUIDELINE 5: PROVIDE OPTIONS FOR EXPRESSION AND COMMUNICATION Create two-way systems of interaction for learners and instructors to utilize a variety of formats; video, audio, type, writing, dance, visual art, etc. Allow use of tools that provide structure or help refine content; physical manipulatives, facilitative software, compositional styles, spellcheck, voice recognition, concept mapping Provide variety and increasing complexity of models, mentors, feedback and solutions

GUIDELINE 6: PROVIDE OPTIONS FOR EXECUTIVE FUNCTIONS Prompt, model and evaluate appropriate goal setting Reinforce established goals and progress Encourage evaluation and expression of progress

GUIDELINE 6: PROVIDE OPTIONS FOR EXECUTIVE FUNCTIONS Support visioning of short term objectives within long term goals Prompt use of organizing practices that reinforce structure Model inquiry and evaluation of learner progress to encourage self-reflection

III. PROVIDE MULTIPLE MEANS OF ENGAGEMENT GUIDELINE 7: PROVIDE OPTIONS FOR RECRUITING INTEREST GUIDELINE 8: PROVIDE OPTIONS FOR SUSTAINING EFFORT AND PERSISTENCE GUIDELINE 9: PROVIDE OPTIONS FOR SELF-REGULATION

GUIDELINE 7: PROVIDE OPTIONS FOR RECRUITING INTEREST Encourage choices of difficulty, rewards, context, tools, format and timeline. Support participation in classroom decisions and implementation of activities and lessons Promote learners individual goal setting Instill variety, relevance, engagement and imagination in activities

GUIDELINE 8: PROVIDE OPTIONS FOR SUSTAINING EFFORT AND PERSISTENCE Prompt occasional review of long-term goals, interim achievements and remaining steps during sustained activities Facilitate multiple perspectives of planning, progress and sequencing of projects Promote a variety of problem solving and workflow options, emphasizing positive developments as alternatives to critical evaluation

GUIDELINE 8: PROVIDE OPTIONS FOR SUSTAINING EFFORT AND PERSISTENCE Encourage, support and reward collaboration and positive interaction among learners Deliver concrete and relevant feedback that emphasizes skill building rather than static ability Encourage productive understanding of errors and failure as necessary building blocks of success

GUIDELINE 9: PROVIDE OPTIONS FOR SELF-REGULATION Model goal setting that includes recovery strategies for self-managing off- task activities and behavior Provide structural support for self-control and support seeking behavior Discuss and role play stressful events and coping processes Support learner use of assessment tools to self-monitor behavior over time Provide feedback using diverse scaffolds to promote effective, timely understanding

The UDL Guidelines began as a project of the National Center on Accessing the General Curriculum (NCAC), a cooperative agreement between the Center for Applied Special Technology (CAST) and the U.S. Department of Education, Office of Special Education Programs (OSEP), Cooperative Agreement No. h424H990004. The contents of this document do not necessarily reflect the views or policies of the U.S. Department of Education, nor does this acknowledgement imply endorsement by the U.S. Government. The UDL Guidelines were compiled by David H. Rose, Ed.D., Co-Founder and Chief Education Officer at CAST, and Jenna Gravel, M.Ed., doctoral student at Harvard. They have received extensive review and comments from: colleagues at CAST; teachers at the elementary, secondary, and postsecondary levels; researchers; and other practitioners. As with Guidelines 1.0 we will be inviting peer review and comments from individuals throughout the field.