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Volume 21, Number 6
November/December 2005

Curriculum Access for All

An interview with Grace Meo on using Universal Design for Learning to individualize instruction


Since the Harvard Education Letter first reported on Universal Design for Learning (UDL) nearly four years ago, this approach to teaching, learning and assessment has gained currency in education policy and practice across the United States as a means of improving education for all learners, including those with disabilities. In this article, Grace Meo, director of professional development and outreach services at the Center for Applied Special Technologies (CAST) answers common questions raised by teachers and administration.

Is UDL a software program or a prepackaged curriculum? Is it something my school has to buy?

UDL is an approach to classroom planning and practice, not a shrink-wrapped package. It is a way of thinking about students, teaching, and curriculum—a way of recognizing the diversity of learners, reducing barriers to learning, and addressing students’ different needs right from the start. In any class, students will represent a heterogeneous mix of abilities, backgrounds, and learning style.

This is an excerpt from the Harvard Education Letter. Subscribers can click here to continue reading this article.


For Further Information

For Further Information

Center for Applied Special Technology, 40 Harvard Mills Square, Suite 3, Wakefield, MA 01880-3233; tel: 781-245-2212.

A. Meyer and D.H. Rose. Learning to Read in the Computer Age. Cambridge, MA: Brookline Books, 1998.

D.H. Rose and A. Meyer. Teaching Every Student in the Digital Age. Alexandria, VA: ASCD, 2002.

D.H. Rose, A. Meyer, and C. Hitchcock. The Universally Designed Classroom: Accessible Curriculum and Digital Technologies. Cambridge, MA: Harvard Education Press, 2005.