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A National Universal Design for Learning Curriculum: Advancing Access and Equity for Students With Disabilities

By Melissa Beck Wells, EdD, BCASE, BCISE

 

This issue ofNASET’s Practical Teacher was written by Melissa Beck Wells, EdD, BCASE, BCISE. Universal Design for Learning (UDL), an educational framework grounded in cognitive neuroscience and learning variability, offers a research-backed solution. While UDL has gained traction in isolated districts and postsecondary institutions, a nationally mandated UDL-based curriculum is needed to ensure consistency, access, and high-quality education for students with disabilities across all learning environments. The purpose of this article is to present a compelling case for this national implementation, drawing from current statistics, DSM-5 classifications, and recent peer-reviewed research—including three studies the author conducted on UDL strategies in virtual and tertiary education settings.

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