USAID: Incorporating Principles of Universal Design for Learning into Education Activities

Guidance Note

Guidance Note and Questions

This Guidance Note aims to enable Missions and implementing partners (IPs) to concretely articulate Universal Design for Learning (UDL) concepts within an education activity by focusing on how to incorporate the three principles of UDL: engagement, representation, and action and expression. This guidance is organized by common USAID education activity components, referred to as entry points: 1) supportive policies, 2) local partnerships, 3) professional development for instructional leaders, 4) teaching and learning materials, and 5) summative and formative assessment. For each entry point, there is a description of what it is, why it is important, and how Missions and IPs can incorporate UDL, with examples and guiding questions to help plan the integration of UDL into education activities. Guidance on monitoring and evaluation (M&E) and collaborating, learning, and adapting (CLA) applied to UDL are also included.

USAID UDL Entry Points 

Guiding Questions for Incorporating Principles of UDL into Education Activities

The Guiding Questions are designed to support you in identifying the next steps for incorporating the Universal Design for Learning (UDL) principles in your work. They are organized by the five entry points discussed in this Guidance Note: supportive policies, local partnerships, professional development for instructional leaders, teaching and learning materials (TLMs), and summative and formative assessment.

Key Area
universal design for learning


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