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nbsp;to  use  flexible instructional  materials  and  methods  to  accommodate  a  variety  of  learning  differences,  and  giving  it  a definition  as:  one  possible  solution  to  assist  special  and  general  education  teachers  in  developing  lesson plans that accommodate a diverse student population is called Universal Design for Learning (UDL). UDL, UDL was first derived when CAST established the National Center on Accessing the General Curriculum (NCAC,  1999).  NCAC  was  a  5-year,  federally  funded  program  that  was  committed  to  improve  general curriculum  access  for  students  with  disabilities.  NCAC’s  funding  was  terminated  in  2004; however,  its achievements are carried on today at CAST. CAST’s Web site describes UDL as a ―blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences‖ (CAST, 1998). Similarly, North Carolina State University defines UD as ―the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design‖ (Burgstahler,  2006,  p.  81).  This  instructional  application  extends  the  early  principles  of  universal  design from  architecture,  where  easily  accessible  structures  (e.g.,  cut-away  curbs,  captions  on  televisions, automotive  doors)  were  created  to  accommodate  a  variety  of  users  (Burgstahler,  2001)  to  actively participate in everyday activities. 
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2.2 Researches on UDL Abroad 
As  a  relatively  new  concept  in  education,  UDL  is  both  based  in  research  and  a  driving  force  for additional research. UDL is based upon the most widely replicated finding in educational research: learners are highly variable in their response to instruction. In virtually every report of research on instruction or intervention, individual differences are not only evident in the results; they are prominent. However, these individual differences are usually treated as sources of annoying error variance as distractions from the more important ―main effects.‖ UDL, on the other hand, treats these individual differences as an equally important  focus  of  attention.   In  fact,  when  viewed  through  the  UDL  framework  these  findings  are fundamental to understanding and designing effective instruction. The research that supports UDL falls into four  categories:  foundational  research  of  UDL,  research  on  the  UDL  principles,  research  on  promising practices, and research on implementation of UDL. 
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Chapter Three Theoretical Basis ..... 11 
3.1 Related Theoretical Basis ...... 11 
3.2 Teaching Model of UDL ...... 15      
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