Principles of Universal Design for Learning (UDL) should guide the development of classroom teaching strategies because these research-based principles democratize opportunities to learn difficult or rigorous content. The research and conceptual basis for UDL comes from neuroscience documenting the role of three interrelated neural networks in the brain related to recognition, strategy and affect. UDL ensures that learning is accessible to students who need a variety of ways to engage with the lesson and demonstrate what they have learned.

It challenges teachers to re-conceive their role as facilitators of learning, rather than transmitters of knowledge, and to harness the power of technology to remove barriers, create access to curriculum and provide rich educational opportunities. Scholars in the field have argued that the the task for educators is to understand how students learn and use the technology available in this digital age to provide selected supports where they are needed and position the challenge appropriately for each learner.

Finally, there is compounding evidence to support the belief that faculty with both subject matter and pedagogical skill preparations, including appropriate uses of technology, achieve better student outcomes than those faculty who lack that preparation. Knowing how to support faculty in their teaching and learning of abstract mathematics, science and other difficult concepts is of central importance in including and engaging ALL students in the classroom.

Learning difficult and abstract concepts is highly dependent on good teaching, teaching that focuses on conceptual understanding. To build good teaching, effective faculty training needs to address both content and pedagogical content knowledge, as well as appropriate incorporation of technology. Teaching quality is one of the most important factors affecting student achievement, so identifying teaching practices and technology that will improve the learning outcomes of ALL students, especially students with special needs, is key to their success.

As a learning model, UDL is intended to promote learning of content, skills, and strategies by providing models and demonstrations of proficient performance, flexible supports, and dynamic representations of content in an environment that fosters engagement. UDL is also recommended as a platform for teacher education and the Higher Education Opportunity Act (Higher Education Opportunity Act of 2008) calls for all pre-service teachers to be introduced to UDL, adding to the responsibility of all teacher training institutions.