This fascinating and inventive book surveys the UDL research field in comprehensive detail while pointing—in imaginative and necessary ways—to crucial research undertakings yet to come.
In recent years there has been heightened interest in Universal Design for Learning (UDL), particularly within the worlds of education policy and practice. As a framework that reduces barriers and maximizes learning opportunities for all students, UDL provides a powerful and comprehensive answer to the growing call for more “personalized” curricular materials that can accommodate the full diversity of learners and teachers within the education system.
This book considers the major research areas that underlie UDL and call out for further exploration in the years ahead. Each of the book’s six chapters includes a groundbreaking article that is centrally related to the larger UDL project, along with reflections on that article by contemporary researchers. As David H. Rose notes in his afterword, “the authors of this collection have set out to do more than revitalize and illuminate the foundations of UDL. They have set out also to prepare the field—to set the context—for the kind of research that needs to come now.”
As this rich collection illustrates, UDL represents a commitment to facilitating genuine transdisciplinary collaboration, linking research to practice, and acknowledging complexity and diversity with rigor and integrity. As such, UDL has the potential for transforming education by creating learning environments that acknowledge, honor, and support diversity. This important volume explores in depth the research underpinning UDL. I know that I will return to it again and again. — Paul B. Yellin, associate professor of pediatrics, NYU School of Medicine, and director, The Yellin Center for Mind, Brain, and Education
This compilation of intriguing readings—both classic and contemporary—is informative, insightful, and engaging. The readings and their commentaries provoke critical inquiries into the nature of learning for all children and highlight the ways in which the principles of UDL emerge from a deep understanding of these dynamic learning processes. — Penny Hauser-Cram, professor, Lynch School of Education, Boston College