What Universal Design for Learning principles, guidelines, and checkpoints are evident in educators’ descriptions of their practice when supporting students on the autism spectrum?

Abstract Universal Design for Learning (UDL) is a comprehensive framework that supports teachers to address diversity of learning in the classroom. Data was collected from 20 teaching and specialist personnel in Australia using semi-structured interviews to examine their descriptions of practice about how they meet the learning needs of students on the autism spectrum. The study aimed to explore if there was evidence of the principles, guidelines, and checkpoints of UDL. Findings show that all three principles of UDL, all nine guidelines, and many of the checkpoints were evident in the descriptions of practice. A social constructionist lens was used to highlight the educators’ individual realities to understand how they implemented support for learning for students on the autism spectrum.