Implementing Universal Design for Learning (UDL) is a critical issue for public schools in our country. UDL is an inclusive framework based on the science of learning. It supports and removes barriers to learning for all students while maintaining high expectations. Federal education policies have called for inclusive instruction based on UDL principles. Nevertheless, our educators and administrators are not sure they believe in it and do not know what exactly it is or how to implement it with fidelity (Jordan, 2018; Monsen et al., 2014; Russel & Bray, 2013). Previous researchers have found that teachers are more likely to implement inclusive teaching practices such as UDL when they have positive attitudes toward them shaped by their culture, experiences, and training. Administrators have a unique position to influence teacher attitudes by creating an inclusive school culture and providing instructional leadership. UDL benefits all students-not just those with unique needs-by increasing student engagement and removing learning barriers.

实施通用学习设计 (UDL) 是我国公立学校的一个关键问题。UDL 是一个基于学习科学的包容性框架。它支持并消除所有学生的学习障碍，同时保持高期望。联邦教育政策呼吁基于 UDL 原则的包容性教学。尽管如此，我们的教育工作者和管理人员并不确定他们是否相信它，也不知道它究竟是什么或如何忠实地实施它（Jordan，2018 年；Monsen 等人，2014 年；Russel & Bray，2013 年）。以前的研究人员发现，当教师对他们的文化、经验和培训形成积极态度时，他们更有可能实施包容性教学实践，例如 UDL。管理人员具有独特的地位，可以通过创建包容性学校文化和提供教学领导来影响教师的态度。UDL 通过提高学生的参与度和消除学习障碍使所有学生受益，而不仅仅是那些有独特需求的学生。