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This document provides the UDL-IRN’s current belief structure related to the implementation of UDL. When UDL provides a basis for instruction and curriculum design, these core beliefs should holistically provide the foundation of these practices.


  • Maintains high expectations for all learners.
  • Maintains high expectations for all instruction.
  • Clarifies the means to meet these high expectations.
  • Engages all learners to maximize each learner’s potential.
  • Purposefully provides multiple ways of representing information to meet the needs of all learners.
  • Uses learner-centered proactive instructional design that includes both learning strategies and tools.
  • Designs instruction that connects and supports the critical understanding of the big ideas.
  • Embeds reflective instructional practice that rapidly responds to learners through continuous feedback, progress monitoring, and databased decision making.
  • Purposefully integrates multiple means of expression for students to demonstrate knowledge, understanding, critical thinking and synthesis of ideas.
  • Leverages the supports, engagement, and flexibility offered by technology.
  • Proactively overcomes instructional, curriculum, and environmental barriers that impede learner success.
  • Leverages innovation that emerges from addressing the needs of diverse learners.

Beliefs of UDL in Practice