Edited by James D. Basham, Professor of Special Education, Department of Special Education, University of Kansas and K. Alisa Lowrey, Professor of Special Education, Department of Curriculum and Instruction, Indiana University, USA

• ContentsPreface: A tale of two UDL researchers xvAn introduction to the Handbook of Universal Design for Learning: Researchand Practice 1James D. Basham and K. Alisa LowreyPART I EXPANDING AND EXAMINING UDL1 The UDL research we have is not the research we need 10Dave L. Edyburn2 Universal Design for Learning in the age of artificial intelligence 25James D. Basham, Angelica Fulchini Scruggs and Yerin Seung3 Crip methods: Universal Design for Learning in qualitative research 38Laura N. Sarchet and Samantha G. Daley4 Reporting on Universal Design for Learning in research 61Taehyun T. Kim, James D. Basham and Yerin Seung5 Universal Design for Learning Observation Measurement Tool: Translationand cross-cultural adaptation into French and Italian 81Laura Rusconi and Daniela Gäng-PacificoPART II UDL ACROSS CONTEXTS AND POSSIBILITIES6 Universal Design for Learning: What does the law require? 93MitchellL. Yell, DavidF. Bateman and K.Alisa Lowrey7 How UDL can support faculty and students in low-resourced settings:Findings from a mixed methods study in Liberia 108Nicholas J. Hoekstra and Hayley Niad8 Preparing for different futures in inclusion: Framing the growth ofthe UDL momentum in the K-12 and postsecondary sectors from theperspective of sustainable development 133FredericFovet9 From recommendation to reality: Examining UDL in state educationpolicies 151K. Alisa Lowrey, Cassandra H. Williams and L. Denise Williams10 The pedagogy of possibility: UDL as iteration, critique, and creation 169Jose Blackorby and Elizabeth Hartmann11 UDL: A Trojan horse for digital accessibility 188CynthiaCurry, MindyJohnson andAllisonPoseyPART III DESIGNING WITH INTENTION: UDL AND INCLUSIVE PRACTICE12 UDL as a process: Intentional and inclusive instructional design forvarious learning environments 210AnyaS. Evmenova and KavitaRao13 Applying principles of UDL 3.0 to support the inclusion of learners withcomplex support needs 223JenniferA. Kurth and MeganGross14 The current state of research: Examining Universal Design for Learningand intellectual disability 235K.Alisa Lowrey15 UDL and innovative technologies 247SeanJ. Smith, AdamCarreon, SamanthaR. Goldman and BridgetC. Smith16 Environmental design for UDL 262MichaelC. Ralph, DavidReidPART IV UDL IN HIGHER EDUCATION AND TEACHER EDUCATION17 Building expert learners through goal setting and formative feedback 292SusieL. Gronseth, ThamarSolorio, ManuelMontes-y-Gómez, HugoJ.Escalante and IoannisA. Kakadiaris18 The integration of UDL and the Scholarship of Teaching and Learning 300and EricJ. Moore19 Application of UDL in higher education and teacher education 311AleksandraK. Hollingshead and KaeCeeM. Holden20 The intersection of supports: Accommodations and UDL for studentsuccess 327JordanShurr and HaleyClark21 Equipping UDL trainers for change: Skills that support equitable practice 336LouiLord Nelson and JingrongXie22 UDL exists in the wild: Where and how we find UDL in higher education 347CassandraH. Williams and SarahMazur23 Conclusion: Designing forward—The future of Universal Design forLearning 358JamesD. Basham and K.Alisa Lowrey

‘This Handbook offers a panoramic and generative synthesis of 25 years of scholarship, tracing Universal Design for Learning (UDL) from its early CAST origins to its current status as a global framework shaping instructional design, policy, and technological innovation. The editors craft a historically grounded narrative showing how UDL evolved alongside shifts in digital ecosystems, accessibility movements, and research in learning sciences. The text demonstrates how UDL has become a shared design language for educators, technologists, researchers, and architects committed to building environments structured for learner variability from the outset.