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This scoping review summarizes literature from 1985–2023 on UD for U.S. district and state assessments, using a four-stage screening process that yielded 76 resources. Findings show inconsistent UD frameworks, with greater emphasis on accessibility features and accommodations. Evidence gaps remain, especially limited linkage to an explicit UD framework and a need for clearer specificity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/universal-design-and-k-12-academic-assessments-a-scoping-review-of-the-literature-nceo-report-442/585925/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/universal-design-and-k-12-academic-assessments-a-scoping-review-of-the-literature-nceo-report-442/585925.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the scope of the scoping review on universal design and K-12 assessments?","Question",{"text":112,"@type":113},"The review covers literature published from 1985 to 2023 on universal design for large-scale academic assessments. It includes applications of UD across U.S. K-12 district and state assessments.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were sources identified and selected for inclusion in the review?",{"text":117,"@type":113},"Sources were identified through a scoping review process using peer-reviewed manuscripts and gray literature (e.g., dissertations, white papers, briefs, and reports). A four-stage resource identification and screening process produced 76 included resources, including 28 research-based resources.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the review find about consistency in UD frameworks and definitions?",{"text":121,"@type":113},"The included resources did not apply a consistent UD framework or definition. 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Liu, Martha L. Thurlow, Mari Quanbeck, Jessica A. Bowman, and Amy Riegelman  \nFebruary 2024  \nAll rights reserved. Any or all portions ofthis document may be reproduced and distributed without prior permission, provided the source is cited as:  \nLiu, K. K., Thurlow, M. L., Quanbeck, M., Bowman, J. A., & Riegelman, A.(2024) . Universal design and K-12 academic assessments: A scoping review of the literature (NCEO Report 442) . National Center on Educational Outcomes.  \nThe Center is supported through a Cooperative Agreement (\\#H326G210002) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. The Center is affiliated with the Institute on Community Integration at the College of Education and Human Development, University of Minnesota. Consistent with EDGAR §75.62, the contents of this report were developed under the Cooperative Agreement from the U.S. Department of Education, but do not necessarily represent the policy or opinions of the U.S. Department of Education or Offices within it. Readers should not assume endorsement by the federal government.  \nProject Officer: David Egnor  \nIn collaboration with:  \nNCEO Core Staff  \nSheryl S. Lazarus, Director  \nJessica Bowman Kascinda Fleming Gail Ghere Linda Goldstone Andrew R. Hinkle Kristi K. Liu  \nCharity Funfe Tatah Mentan Michael L. Moore  \nDarrell Peterson Mari Quanbeck Virginia A. Ressa Christopher M. Rogers Jennifer Sommerness Kathy Strunk  \nMartha L. Thurlow Yi-Chen Wu  \nNational Center on Educational Outcomes University of Minnesota  \n2025 East River Parkway, Room 1-330 • Minneapolis, MN 55414 Phone 612/626-1530  \n[http://www.nceo.info](http://www.nceo.info)  \nThe University of Minnesota shall provide equal access to and opportunity in its programs, facilities, and employment without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression.  \nThis document is available in alternative formats upon request.  \n~~Executive Summary ~~  \nState education agencies, K-12 assessment vendors, teacher trainers, and classroom teachers are increasingly applying the principles of universal design (UD)—including Universal Design for Learning (UDL), Universal Design of Instruction (UDI), Universal Instructional Design (UID), and Universal Design of Assessment (UDA)—to the instruction and assessment of students from special populations. In theory, UD ensures that instruction and assessment are created from the beginning to be accessible to the widest population of students possible.  \nThis report summarizes an investigation of literature published in 1985-2023 on universal design (UD) of large-scale assessments. We included literature on the application of UD to the broad range ofK-12 district and state large-scale academic assessments in the U.S. Using a scoping review process, we searched peer-reviewed manuscripts as well as Ph.D. dissertations, white papers, briefs, reports and information published on websites of non-governmental organizations (i.e., gray literature). After a four-stage resource identification and screening process, we included 76 resources in our literature review; 28 of the included resources were research-based.  \nWe found that the resources included in this scoping review, particularly the research-based resources, did not apply a consistent UD framework or definition. In the 76 resources, UDA was represented more often than UDL; sometimes multiple frameworks were referred to, or no framework was mentioned. In the subset of 28 research-based resources, more studies referenced UDA than UDL. Again, these resources often referred to multiple frameworks, without clea","cbCaimKOqzswMeb7","https://ap.wps.com/l/cbCaimKOqzswMeb7","pdf",1873144,82,"English","# Executive Summary\n## Purpose and scope of the review\n## Search and inclusion of resources\n## Findings on UD framework consistency\n## Target student populations addressed\n## Links to underlying UD frameworks and research gaps","[{\"question\":\"What is the scope of the scoping review on universal design and K-12 assessments?\",\"answer\":\"The review covers literature published from 1985 to 2023 on universal design for large-scale academic assessments. It includes applications of UD across U.S. K-12 district and state assessments.\"},{\"question\":\"How were sources identified and selected for inclusion in the review?\",\"answer\":\"Sources were identified through a scoping review process using peer-reviewed manuscripts and gray literature (e.g., dissertations, white papers, briefs, and reports). A four-stage resource identification and screening process produced 76 included resources, including 28 research-based resources.\"},{\"question\":\"What did the review find about consistency in UD frameworks and definitions?\",\"answer\":\"The included resources did not apply a consistent UD framework or definition. UDA appeared more often than UDL, and many resources referenced multiple frameworks or did not mention a framework at all.\"}]","Universal Design and K-12 Academic Assessments - A Scoping Review of the Literature - NCEO Report 442 | PDF",1792056358,207]