Universal Design for Learning (UDL) is based on the principle of providing:

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Multiple means of engagement, representation, and action/expression to address learner variability. Universal Design for Learning (UDL) provides multiple means of engagement (the "why" of learning), representation (the "what" of learning), and action/expression (the "how" of learning) to address the natural variability among all learners. Rooted in neuroscience research on learning networks in the brain, UDL proactively designs flexible instruction and materials that can be accessed by students with a wide range of abilities, learning preferences, and backgrounds from the outset, rather than retrofitting accommodations after barriers are encountered.

Providing the same instruction for every student describes a one-size-fits-all approach that ignores learner variability and creates barriers for many students. UDL explicitly rejects this approach in favor of built-in flexibility. Creating separate instructional tracks for different ability levels describes tracking or ability grouping, which can be stigmatizing and has been shown to limit opportunities for students in lower tracks. Providing specialized instruction only for students with identified disabilities describes a traditional special education model, whereas UDL benefits all learners by removing barriers from the start.

UDL draws on concepts from architecture's universal design movement, which creates buildings accessible to all people (such as curb cuts that help wheelchair users, parents with strollers, and delivery workers alike). Similarly, UDL's flexible approaches benefit all learners, not just those with disabilities. For example, providing captions on videos helps students with hearing impairments, English language learners, and students studying in noisy environments. By building flexibility into curriculum design from the beginning, UDL reduces the need for individual accommodations while creating more inclusive and effective learning environments.

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