[Congressional Record Volume 170, Number 95 (Tuesday, June 4, 2024)]
[Senate]
[Page S3959]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




  SENATE RESOLUTION 723--CELEBRATING 40 YEARS OF UNIVERSAL DESIGN FOR 
                                LEARNING

  Ms. HASSAN (for herself and Mr. Casey) submitted the following 
resolution; which was considered and agreed to:

                              S. Res. 723

       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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