III 

118TH CONGRESS 

2D SESSION S. RES. 723 

Celebrating 40 years of Universal Design for Learning. 

IN THE SENATE OF THE UNITED STATES 

JUNE 4, 2024 

Ms. HASSAN (for herself and Mr. CASEY) submitted the following resolution; 

which was considered and agreed to 

RESOLUTION 

Celebrating 40 years of Universal Design for Learning. 

Whereas, in 1975, Congress enacted the Education for All 

Handicapped Children Act of 1975 (Public Law 94–142; 

89 Stat. 773), later renamed the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), to support States and localities in protecting the rights of, and 

meeting the individual needs of, infants, toddlers, children, and youth with disabilities, and their families; 

Whereas the Individuals with Disabilities Education Act (20 

U.S.C. 1400 et seq.) has helped students with disabilities 

receive an education in neighborhood schools, rather than 

in separate schools and institutions, and efforts have 

since grown to make education programs more effective 

and inclusive for all learners; 


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Whereas, in 1984, uniform Federal accessibility standards 

were established to improve access to, and function of, 

public walkways, transportation, housing, and other public services; 

Whereas Federal accessibility standards for Universal Design 

for Learning help ensure that all people can use public 

services to the greatest extent possible without the need 

for adaptation, specialization, or retrofitting; 

Whereas dedicated education researchers, neuroscientists, and 

experts in child development have applied the principles 

of Universal Design for Learning to educational settings 

by exploring ways to use new technologies, flexible methods, and varied learning materials to provide better educational experiences for students with disabilities; 

Whereas the Universal Design for Learning framework— 

(1) is intentional in ensuring that learning experiences and environments harness technology, the learning 

sciences, and instructional practices to remove barriers to 

learning in all settings, such as physical, digital, or blended, and recognizes that not all individuals learn in the 

same way; 

(2) is based on the 3 principles of multiple means 

of engagement, multiple representations of content or 

recognition, and multiple means of action and expression; 

(3) supports creating flexible learning environments 

and experiences that anticipate learner variability and acknowledge that variability across all learners is the norm 

rather than the exception; and 

(4) supports educators in their professional learning 

and application of new skills in all K–16 teaching environments, including general and special education, career 


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and technical education, and science, technology, engineering, and math; 

Whereas Congress has recognized the value of Universal Design for Learning in— 

(1) the Higher Education Opportunity Act (Public 

Law 110–315; 122 Stat. 3078); 

(2) the Every Student Succeeds Act (Public Law 

114–95; 129 Stat. 1802); 

(3) the Workforce Innovation and Opportunity Act 

(29 U.S.C. 3101 et seq.); and 

(4) the Strengthening Career and Technical Education for the 21st Century Act (Public Law 115–224; 

132 Stat. 1563); and 

Whereas the Department of Education, Department of 

Labor, and National Science Foundation, in partnership 

with public and private organizations and State and local 

entities, demonstrate the principles of Universal Design 

for Learning through programs and initiatives— 

(1) to support the professional learning of K–16 administrators and classroom instructors in general education, special education, English language education, career and technical education, and science, technology, engineering and math education; 

(2) to expand educational opportunity and reengage 

youth, young adult, and adult learners with significant or 

multiple barriers to learning; 

(3) to increase postsecondary opportunities for 

adults seeking new or expanded opportunities and completion of 2-year and 4-year career and technical education, and science, technology, engineering, and math 

programs; 


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(4) to expand the knowledge of postsecondary and 

career and technical education faculty and adult literacy 

instructors of Universal Design for Learning to ensure 

greater engagement and success of adult learners; 

(5) to strengthen K–16 and adult learning experiences and improve education and career outcomes 

through use of blended learning: Now, therefore, be it 

1 Resolved, That the Senate— 

2 (1) recognizes the important role of Universal 

3 Design for Learning in professional development for 

4 all educators to help break down barriers to learning 

5 for all children, youth, and adults; 

6 (2) commends the leadership, innovation, and 

7 commitment of several generations of researchers, 

8 educators, parents, and others committed to expand9 ing access and opportunity to education and employ10 ment for all individuals, including those historically 

11 marginalized due to race, language, income, or dis12 ability; and 

13 (3) celebrates 40 years of innovative research 

14 and practice leading to the creation and widespread 

15 adoption of Universal Design for Learning in the 

16 United States. 

Æ 


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