Explicit Instruction (EI) and Universal Design for Learning (UDL) have been identified as high-leverage instructional practices in special education, effective for bolstering academic outcomes among learners with processing difficulties and enabling all learners to access curriculum. Given the breadth of research supporting the use of EI across content areas and age groups for individuals with learning disabilities and the importance of intentional, universal design and delivery of lessons that maximize access to content for all learners, teachers and researchers must not only understand EI and UDL but be able to jointly leverage both key instructional practices to create effective and accessible lessons. The purpose of the current article is to demonstrate that EI and UDL can be used in tandem to render instruction in special education accessible to the broadest range of learners, and in the most impactful manner possible.

明确教学（EI）和通用学习设计（UDL）已被确认为特殊教育中的高杠杆教学实践，有效地增强了处理困难的学习者的学习成果，并使所有学习者都能上课。鉴于研究的广泛性支持学习障碍者在跨内容区域和年龄段使用EI，并且有意进行通用设计和提供课程以最大程度地为所有学习者提供内容的重要性，教师和研究人员不仅必须了解EI和UDL，但能够共同利用这两种关键的教学实践来创建有效且可访问的课程。