Universal Design for Learning Research: Where Policy, Implementation, and Evidence Collide

Examining the practice through the lens of experts in the field is critical to understanding the challenges and benefits of the Universal Design for Learning framework implementation in education. This qualitative study utilized a method of keyword analysis, previously not commonly used in educational research, to examine the narratives of 19 experts in Universal Design for Learning (UDL) research on policy, measurement, and future research directions. The keyword analysis of data obtained from semi-structured interviews resulted in five themes. Discussion of those themes related to current literature in UDL and implications for future research and practice are offered.