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[Congressional Bills 118th Congress]
[From the U.S. Government Publishing Office]
[S. Res. 723 Agreed to Senate (ATS)]

<DOC>

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;
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 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;

    (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

    Resolved, That the Senate--
            (1) recognizes the important role of Universal Design for 
        Learning in professional development for all educators to help 
        break down barriers to learning for all children, youth, and 
        adults;
            (2) commends the leadership, innovation, and commitment of 
        several generations of researchers, educators, parents, and 
        others committed to expanding access and opportunity to 
        education and employment for all individuals, including those 
        historically marginalized due to race, language, income, or 
        disability; and
            (3) celebrates 40 years of innovative research and practice 
        leading to the creation and widespread adoption of Universal 
        Design for Learning in the United States.
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