1. 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

2. 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.

3. 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

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

5. 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.

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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. h424H 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.