UDL does not automatically assume or result in good teaching. The term “good” is often judged subjectively and therefore not an ideal term for academic discussion. UDL principles, guidelines and checkpoints provide a clear framework that informs intentional teaching practices. Effective teaching will support opportunities for BOTH instructors and students to assess learning meaningfully and frequently in an inclusive physical and intellectual environment. However, unless an instructor is referencing the UDL framework and applying the UDL principles in order to make decisions, assess and/or inform, they are not implementing UDL.  (The Inclusion Lab)