The potential of Universal Design for Learning (UDL) has captured the imagination of policy makers, educators, administrators, teacher educators, as well as educational researchers. Over the past 20 years, there has been increasing interest in how the vision of UDL could be translated into practice. And yet, there is little agreement about whether or not UDL is a design intervention and therefore the responsibility of publishers and instructional designers as they create curricula and instructional materials. I am pleased to introduce this guest column that profiles the work of Drs. Matthew Marino and Eleazar Vasquez as they describe the relationship between executive functioning and learner variability in inclusive classrooms.

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实现通用学习设计的转型愿景：客座副主编介绍

通用学习设计 (UDL) 的潜力吸引了政策制定者、教育工作者、管理人员、教师教育工作者以及教育研究人员的想象力。在过去的 20 年里，人们越来越关注如何将 UDL 的愿景转化为实践。然而，对于 UDL 是否是一种设计干预，以及出版商和教学设计师在创建课程和教学材料时的责任，几乎没有达成一致意见。我很高兴地介绍这个来宾专栏，其中介绍了 Drs 的工作。Matthew Marino 和 Eleazar Vasquez 在描述包容性课堂中执行功能与学习者可变性之间的关系时。