This article provides an overview of the Universal Design for Learning (UDL) framework, which is based on brain-structure research and which incorporates multiple means of instruction, action and expression, and engagement. The article describes the relevance of this framework to linguistically diverse and culturally and linguistically diverse (CLD) learners, and it provides a set of scenario-based examples of how UDL might help educators to implement effective instruction for a CLD learner in an inclusive setting. The paper makes additional suggestions for building on UDL principles to design linguistically accessible instruction for CLD learners.
Rice Doran, P. (2015) Language Accessibility in the Classroom: How UDL Can Promote Success for Linguistically Diverse Learners. Exceptionality Education International, 25, 1-12. Retrieved from https://ir.lib.uwo.ca/eei/vol25/iss3/1