Udlguidelines.cast.org - SEO Checker

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Overview of the SEO Check
Meta information
75% 
Page quality
85% 
Page structure
3% 
Link structure
52% 
Server
100% 
External factors
100% 
SEO Score
Response time
0.16 s
File size
74.20 kB
Words
1541
Media files
4
Number of links
171 internal / 23 external

Task list of SEO Improvements

Meta specifications

Title
(Critically important)
The UDL Guidelines
The page title is too short. (181 pixels of 580 max pixel length) Optimize title
There are no duplicate words in the title
Meta description
(Critically important)
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
The meta description is too long: 1332 pixels from max. 1000 pixels. Optimize description
Crawlability
(Critically important)
There are no problems in accessing the website.
Canonical URL
(Important)
https://udlguidelines.cast.org/
There is a valid canonical link specified.
Language
(Somewhat important)
Language detected in text: en
Language defined in HTML: en-us
Server location: United States of America
The following language is defined by HTML: en-us
Alternate/Hreflang Links
(Somewhat important)
There are no alternate links specified on this page.
Other meta tags
(Somewhat important)
There is no rel next meta tag on this page.
There is no rel prev meta tag on this page.
Domain
(Somewhat important)
This page is hosted on a subdomain. Use a top level domain for better SEO results.
The domain does not contain non-latin characters.
Page URL
(Somewhat important)
No parameters were found in the URL.
No session ID was found in the URL.
The URL does not have too many subdirectories.
Charset encoding
(Somewhat important)
The charset encoding (UTF-8) is set correctly.
Doctype
(Nice to have)
The doctype HTML 5 is set correctly.
The doctype is placed at first in the HTML code.
Favicon
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The favicon is linked correctly.

Meta tags

NameValue
viewportwidth=device-width, initial-scale=1
descriptionThe UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
authorCAST, Inc.
generatorEleventy v3.0.0
langen-us
twitter:cardsummary_large_image
twitter:site@CAST_UDL
twitter:creator@CAST_UDL
twitter:titleThe UDL Guidelines
twitter:descriptionThe UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
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og:urlhttps://udlguidelines.cast.org
og:typewebsite
og:titleThe UDL Guidelines
og:descriptionThe UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
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charsetutf-8

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Page quality

Content
(Critically important)
There are 2 text duplicates on this page:
  • Duplicate: The goal of UDL is learner agency that is purposeful & reflective, res...
This page contains 1541 words. That's ok.
25.3% of the text are stop words.
Keywords used in the page title are also used in the page content. That's good!
The page contains a listing, which indicates a good text layout.
10 paragraphs were found on this page.
The text content is perfect.
No placeholders texts or images were found.
The average number of words per sentence of 24.08 words is good.
Frames
(Critically important)
This page does not use a frameset.
Mobile optimization
(Somewhat important)
A viewport "width=device-width, initial-scale=1" is provided.
At least one Apple touch icon is specified.
Bold and strong tags
(Somewhat important)
The following tag is repeated too often: learner agency
Some tags are too long. With 204 characters this one is longer than 70 characters:
"the guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ..."
Image SEO
(Somewhat important)
3 images have no alt attribute. The content of alt attributes is used by search engines.
Social Networks
(Nice to have)
This page is optimized perfectly for social networks.
Additional markup
(Nice to have)
No additional page markup was found.
HTTPS
(Somewhat important)
This website uses HTTPS to protect privacy and integrity of the exchanged data.
All included files are also transferred via HTTPS.

Media list

URLAlt attributeTitle
/img/1VbFEtzqQ1-119.svgNo alt attribute provided
/img/Ec3wTe-Pn8-740.jpegNo alt attribute provided
/img/5vS1so4tsB-200.svgReadSpeaker
/img/ExwRtzlxVj-450.svgNo alt attribute provided

Page structure

H1 heading
(Critically important)
Search
Too many H1 headings
The H1 heading consists of only one word. There should be more information given.
The H1 heading is too short (6 characters). It should be at least 20 Characters long.
Headings
(Important)
Some headings occur twice on the page.
There are 102 headings on the page. The amount of headings should be in a more proper relation to the amount of text.

Heading structure

Heading levelContent
H1 Search
H1 The UDL Guidelines
H1 UDL Guidelines
H2 Introducing UDL Guidelines 3.0
H2 Universal Design for Learning Guidelines
H3 Design Multiple Means ofEngagement
H3 Design Multiple Means ofRepresentation
H3 Design Multiple Means ofAction & Expression
H3 Explore the Future of Education with CAST’s UDL Guidelines 3.0 Webinars!
H3 Design Multiple Means ofEngagement Duplicate text
H3 Design Multiple Means ofRepresentation Duplicate text
H3 Design Multiple Means ofAction & Expression Duplicate text
H4 Design Options forWelcoming Interests & Identities (guideline 7)
H4 Design Options forSustaining Effort & Persistence (guideline 8)
H4 Design Options forEmotional Capacity (guideline 9)
H4 Design Options forPerception (guideline 1)
H4 Design Options forLanguage & Symbols (guideline 2)
H4 Design Options forBuilding Knowledge (guideline 3)
H4 Design Options forInteraction (guideline 4)
H4 Design Options forExpression & Communication (guideline 5)
H4 Design Options forStrategy Development (guideline 6)
H4 Design Options forWelcoming Interests & Identities (guideline 7) Duplicate text
H4 Design Options forSustaining Effort & Persistence (guideline 8) Duplicate text
H4 Design Options forEmotional Capacity (guideline 9) Duplicate text
H4 Design Options forPerception (guideline 1) Duplicate text
H4 Design Options forLanguage & Symbols (guideline 2) Duplicate text
H4 Design Options forBuilding Knowledge (guideline 3) Duplicate text
H4 Design Options forInteraction (guideline 4) Duplicate text
H4 Design Options forExpression & Communication (guideline 5) Duplicate text
H4 Design Options forStrategy Development (guideline 6) Duplicate text
H5 Optimize choice and autonomy (consideration 7.1)
H5 Optimize relevance, value, and authenticity (consideration 7.2)
H5 Nurture joy and play (consideration 7.3)
H5 Address biases, threats, and distractions (consideration 7.4)
H5 Clarify the meaning and purpose of goals (consideration 8.1)
H5 Optimize challenge and support (consideration 8.2)
H5 Foster collaboration, interdependence, and collective learning (consideration 8.3)
H5 Foster belonging and community (consideration 8.4)
H5 Offer action-oriented feedback (consideration 8.5)
H5 Recognize expectations, beliefs, and motivations (consideration 9.1)
H5 Develop awareness of self and others (consideration 9.2)
H5 Promote individual and collective reflection (consideration 9.3)
H5 Cultivate empathy and restorative practices (consideration 9.4)
H5 Support opportunities to customize the display of information (consideration 1.1)
H5 Support multiple ways to perceive information (consideration 1.2)
H5 Represent a diversity of perspectives and identities in authentic ways (consideration 1.3)
H5 Clarify vocabulary, symbols, and language structures (consideration 2.1)
H5 Support decoding of text, mathematical notation, and symbols (consideration 2.2)
H5 Cultivate understanding and respect across languages and dialects (consideration 2.3)
H5 Address biases in the use of language and symbols (consideration 2.4)
H5 Illustrate through multiple media (consideration 2.5)
H5 Connect prior knowledge to new learning (consideration 3.1)
H5 Highlight and explore patterns, critical features, big ideas, and relationships (consideration 3.2)
H5 Cultivate multiple ways of knowing and making meaning (consideration 3.3)
H5 Maximize transfer and generalization (consideration 3.4)
H5 Vary and honor the methods for response, navigation, and movement (consideration 4.1)
H5 Optimize access to accessible materials and assistive and accessible technologies and tools (consideration 4.2)
H5 Use multiple media for communication (consideration 5.1)
H5 Use multiple tools for construction, composition, and creativity (consideration 5.2)
H5 Build fluencies with graduated support for practice and performance (consideration 5.3)
H5 Address biases related to modes of expression and communication (consideration 5.4)
H5 Set meaningful goals (consideration 6.1)
H5 Anticipate and plan for challenges (consideration 6.2)
H5 Organize information and resources (consideration 6.3)
H5 Enhance capacity for monitoring progress (consideration 6.4)
H5 Challenge exclusionary practices (consideration 6.5)
H5 Optimize choice and autonomy (consideration 7.1) Duplicate text
H5 Optimize relevance, value, and authenticity (consideration 7.2) Duplicate text
H5 Nurture joy and play (consideration 7.3) Duplicate text
H5 Address biases, threats, and distractions (consideration 7.4) Duplicate text
H5 Clarify the meaning and purpose of goals (consideration 8.1) Duplicate text
H5 Optimize challenge and support (consideration 8.2) Duplicate text
H5 Foster collaboration, interdependence, and collective learning (consideration 8.3) Duplicate text
H5 Foster belonging and community (consideration 8.4) Duplicate text
H5 Offer action-oriented feedback (consideration 8.5) Duplicate text
H5 Recognize expectations, beliefs, and motivations (consideration 9.1) Duplicate text
H5 Develop awareness of self and others (consideration 9.2) Duplicate text
H5 Promote individual and collective reflection (consideration 9.3) Duplicate text
H5 Cultivate empathy and restorative practices (consideration 9.4) Duplicate text
H5 Support opportunities to customize the display of information (consideration 1.1) Duplicate text
H5 Support multiple ways to perceive information (consideration 1.2) Duplicate text
H5 Represent a diversity of perspectives and identities in authentic ways (consideration 1.3) Duplicate text
H5 Clarify vocabulary, symbols, and language structures (consideration 2.1) Duplicate text
H5 Support decoding of text, mathematical notation, and symbols (consideration 2.2) Duplicate text
H5 Cultivate understanding and respect across languages and dialects (consideration 2.3) Duplicate text
H5 Address biases in the use of language and symbols (consideration 2.4) Duplicate text
H5 Illustrate through multiple media (consideration 2.5) Duplicate text
H5 Connect prior knowledge to new learning (consideration 3.1) Duplicate text
H5 Highlight and explore patterns, critical features, big ideas, and relationships (consideration 3.2) Duplicate text
H5 Cultivate multiple ways of knowing and making meaning (consideration 3.3) Duplicate text
H5 Maximize transfer and generalization (consideration 3.4) Duplicate text
H5 Vary and honor the methods for response, navigation, and movement (consideration 4.1) Duplicate text
H5 Optimize access to accessible materials and assistive and accessible technologies and tools (consideration 4.2) Duplicate text
H5 Use multiple media for communication (consideration 5.1) Duplicate text
H5 Use multiple tools for construction, composition, and creativity (consideration 5.2) Duplicate text
H5 Build fluencies with graduated support for practice and performance (consideration 5.3) Duplicate text
H5 Address biases related to modes of expression and communication (consideration 5.4) Duplicate text
H5 Set meaningful goals (consideration 6.1) Duplicate text
H5 Anticipate and plan for challenges (consideration 6.2) Duplicate text
H5 Organize information and resources (consideration 6.3) Duplicate text
H5 Enhance capacity for monitoring progress (consideration 6.4) Duplicate text
H5 Challenge exclusionary practices (consideration 6.5) Duplicate text
Some anchor texts are used more than once.
The number of internal links is ok.
None of the anchor texts is too long.
All internal links are not using dynamic parameters.
There are 23 external links on this page.

Found links on this page

LinkAttributesAnchor text
https://udlguidelines.cast.org/Anchor Skip to main content
https://www.cast.org/External Subdomain CAST Until learning has no limits®
https://udlguidelines.cast.org/UDL Guidelines
/engagement/Engagement
/engagement/interests-identities/Welcoming Interests & Identities
/engagement/interests-identiti...Optimize choice and autonomy
/engagement/interests-identiti...Optimize relevance, value, and authenticity
/engagement/interests-identiti...Nurture joy and play
/engagement/interests-identiti...Address biases, threats, and distractions
/engagement/effort-persistence/Sustaining Effort & Persistence
/engagement/effort-persistence...Clarify the meaning and purpose of goals
/engagement/effort-persistence...Optimize challenge and support
/engagement/effort-persistence...Foster collaboration, interdependence, and collective learning
/engagement/effort-persistence...Foster belonging and community
/engagement/effort-persistence...Offer action-oriented feedback
/engagement/emotional-capacity/Emotional Capacity
/engagement/emotional-capacity...Recognize expectations, beliefs, and motivations
/engagement/emotional-capacity...Develop awareness of self and others
/engagement/emotional-capacity...Promote individual and collective reflection
/engagement/emotional-capacity...Cultivate empathy and restorative practices
/representation/Representation
/representation/perception/Perception
/representation/perception/cus...Support opportunities to customize the display of information
/representation/perception/way...Support multiple ways to perceive information
/representation/perception/per...Represent a diversity of perspectives and identities in authentic ways
/representation/language-symbols/Language & Symbols
/representation/language-symbo...Clarify vocabulary, symbols, and language structures
/representation/language-symbo...Support decoding of text, mathematical notation, and symbols
/representation/language-symbo...Cultivate understanding and respect across languages and dialects
/representation/language-symbo...Address biases in the use of language and symbols
/representation/language-symbo...Illustrate through multiple media
/representation/building-knowl...Building Knowledge
/representation/building-knowl...Connect prior knowledge to new learning
/representation/building-knowl...Highlight and explore patterns, critical features, big ideas, and relationships
/representation/building-knowl...Cultivate multiple ways of knowing and making meaning
/representation/building-knowl...Maximize transfer and generalization
/action-expression/Action & Expression
/action-expression/interaction/Interaction
/action-expression/interaction...Vary and honor the methods for response, navigation, and movement
/action-expression/interaction...Optimize access to accessible materials and assistive and accessible technologies and tools
/action-expression/expression-...Expression & Communication
/action-expression/expression-...Use multiple media for communication
/action-expression/expression-...Use multiple tools for construction, composition, and creativity
/action-expression/expression-...Build fluencies with graduated support for practice and performance
/action-expression/expression-...Address biases related to modes of expression and communication
/action-expression/strategy-de...Strategy Development
/action-expression/strategy-de...Set meaningful goals
/action-expression/strategy-de...Plan and anticipate challenges
/action-expression/strategy-de...Organize information and resources
/action-expression/strategy-de...Enhance capacity for monitoring progress
/action-expression/strategy-de...Challenge exclusionary practices
/more/more/More...
/more/udl-goal/The Goal of UDL: Learner Agency
/more/about-graphic-organizer/About the Graphic Organizer
/more/about-guidelines-3-0/About the Guidelines 3.0 Update
/more/downloads/Downloads
/more/research-evidence/Research
/more/frequently-asked-questions/FAQ
/more/downloadsText duplicate Downloads
/more/udl-goal/learner agency
/engagement/Text duplicate Engagement
/engagement/interests-identities/Welcoming Interests & Identities (guideline 7)
/engagement/interests-identiti...Optimize choice and autonomy (consideration 7.1)
/engagement/interests-identiti...Optimize relevance, value, and authenticity (consideration 7.2)
/engagement/interests-identiti...Nurture joy and play (consideration 7.3)
/engagement/interests-identiti...Address biases, threats, and distractions (consideration 7.4)
/engagement/effort-persistence/Sustaining Effort & Persistence (guideline 8)
/engagement/effort-persistence...Clarify the meaning and purpose of goals (consideration 8.1)
/engagement/effort-persistence...Optimize challenge and support (consideration 8.2)
/engagement/effort-persistence...Foster collaboration, interdependence, and collective learning (consideration 8.3)
/engagement/effort-persistence...Foster belonging and community (consideration 8.4)
/engagement/effort-persistence...Offer action-oriented feedback (consideration 8.5)
/engagement/emotional-capacity/Emotional Capacity (guideline 9)
/engagement/emotional-capacity...Recognize expectations, beliefs, and motivations (consideration 9.1)
/engagement/emotional-capacity...Develop awareness of self and others (consideration 9.2)
/engagement/emotional-capacity...Promote individual and collective reflection (consideration 9.3)
/engagement/emotional-capacity...Cultivate empathy and restorative practices (consideration 9.4)
/representation/Text duplicate Representation
/representation/perception/Perception (guideline 1)
/representation/perception/cus...Support opportunities to customize the display of information (consideration 1.1)
/representation/perception/way...Support multiple ways to perceive information (consideration 1.2)
/representation/perception/per...Represent a diversity of perspectives and identities in authentic ways (consideration 1.3)
/representation/language-symbols/Language & Symbols (guideline 2)
/representation/language-symbo...Clarify vocabulary, symbols, and language structures (consideration 2.1)
/representation/language-symbo...Support decoding of text, mathematical notation, and symbols (consideration 2.2)
/representation/language-symbo...Cultivate understanding and respect across languages and dialects (consideration 2.3)
/representation/language-symbo...Address biases in the use of language and symbols (consideration 2.4)
/representation/language-symbo...Illustrate through multiple media (consideration 2.5)
/representation/building-knowl...Building Knowledge (guideline 3)
/representation/building-knowl...Connect prior knowledge to new learning (consideration 3.1)
/representation/building-knowl...Highlight and explore patterns, critical features, big ideas, and relationships (consideration 3.2)
/representation/building-knowl...Cultivate multiple ways of knowing and making meaning (consideration 3.3)
/representation/building-knowl...Maximize transfer and generalization (consideration 3.4)
/action-expression/Text duplicate Action & Expression
/action-expression/interaction/Interaction (guideline 4)
/action-expression/interaction...Vary and honor the methods for response, navigation, and movement (consideration 4.1)
/action-expression/interaction...Optimize access to accessible materials and assistive and accessible technologies and tools (consideration 4.2)
/action-expression/expression-...Expression & Communication (guideline 5)
/action-expression/expression-...Use multiple media for communication (consideration 5.1)
/action-expression/expression-...Use multiple tools for construction, composition, and creativity (consideration 5.2)
/action-expression/expression-...Build fluencies with graduated support for practice and performance (consideration 5.3)
/action-expression/expression-...Address biases related to modes of expression and communication (consideration 5.4)
/action-expression/strategy-de...Strategy Development (guideline 6)
/action-expression/strategy-de...Set meaningful goals (consideration 6.1)
/action-expression/strategy-de...Anticipate and plan for challenges (consideration 6.2)
/action-expression/strategy-de...Organize information and resources (consideration 6.3)
/action-expression/strategy-de...Enhance capacity for monitoring progress (consideration 6.4)
/action-expression/strategy-de...Challenge exclusionary practices (consideration 6.5)
/more/downloads/PDF versions of the graphic organizer are available on the downloads page.
https://www.facebook.com/share...External Subdomain Share this page on Facebook
A-TITLE Share this page on Facebook
https://x.com/intent/tweet?tex...External Share this page on X/Twitter
A-TITLE Share this page on X/Twiiter
https://www.linkedin.com/share...External Subdomain Share this page on LinkedIn
A-TITLE Share this page on LinkedIn
https://www.cast.org/impact/un...External Subdomain Universal Design for Learning
http://www.cast.org/External Subdomain CAST
/more/udl-goal/The goal of UDL
https://publishing.cast.org/External Subdomain CAST Professional Publishing catalog
https://www.cast.org/learn/cou...External Subdomain online courses
https://www.cast.org/what-we-d...External Subdomain PreK-12
https://www.cast.org/what-we-d...External Subdomain Postsecondary
https://www.cast.org/our-work/...External Subdomain Workforce and CTE
/more/about-guidelines-3-0/UDL Guidelines 3.0
https://www.cast.org/connect/n...External Subdomain View Webinars
/more/udl-goalThe Goal of UDL
/more/about-graphic-organizerText duplicate About the Graphic Organizer
/more/about-guidelines-3-0Text duplicate About the Guidelines 3.0 Update
/more/downloadsText duplicate Downloads
/more/research-evidenceText duplicate Research
/more/frequently-asked-questionsText duplicate FAQ
/more/udl-goal/Text duplicate learner agency
/engagement/Text duplicate Engagement
/engagement/interests-identities/Text duplicate Welcoming Interests & Identities (guideline 7)
/engagement/interests-identiti...Text duplicate Optimize choice and autonomy (consideration 7.1)
/engagement/interests-identiti...Text duplicate Optimize relevance, value, and authenticity (consideration 7.2)
/engagement/interests-identiti...Text duplicate Nurture joy and play (consideration 7.3)
/engagement/interests-identiti...Text duplicate Address biases, threats, and distractions (consideration 7.4)
/engagement/effort-persistence/Text duplicate Sustaining Effort & Persistence (guideline 8)
/engagement/effort-persistence...Text duplicate Clarify the meaning and purpose of goals (consideration 8.1)
/engagement/effort-persistence...Text duplicate Optimize challenge and support (consideration 8.2)
/engagement/effort-persistence...Text duplicate Foster collaboration, interdependence, and collective learning (consideration 8.3)
/engagement/effort-persistence...Text duplicate Foster belonging and community (consideration 8.4)
/engagement/effort-persistence...Text duplicate Offer action-oriented feedback (consideration 8.5)
/engagement/emotional-capacity/Text duplicate Emotional Capacity (guideline 9)
/engagement/emotional-capacity...Text duplicate Recognize expectations, beliefs, and motivations (consideration 9.1)
/engagement/emotional-capacity...Text duplicate Develop awareness of self and others (consideration 9.2)
/engagement/emotional-capacity...Text duplicate Promote individual and collective reflection (consideration 9.3)
/engagement/emotional-capacity...Text duplicate Cultivate empathy and restorative practices (consideration 9.4)
/representation/Text duplicate Representation
/representation/perception/Text duplicate Perception (guideline 1)
/representation/perception/cus...Text duplicate Support opportunities to customize the display of information (consideration 1.1)
/representation/perception/way...Text duplicate Support multiple ways to perceive information (consideration 1.2)
/representation/perception/per...Text duplicate Represent a diversity of perspectives and identities in authentic ways (consideration 1.3)
/representation/language-symbols/Text duplicate Language & Symbols (guideline 2)
/representation/language-symbo...Text duplicate Clarify vocabulary, symbols, and language structures (consideration 2.1)
/representation/language-symbo...Text duplicate Support decoding of text, mathematical notation, and symbols (consideration 2.2)
/representation/language-symbo...Text duplicate Cultivate understanding and respect across languages and dialects (consideration 2.3)
/representation/language-symbo...Text duplicate Address biases in the use of language and symbols (consideration 2.4)
/representation/language-symbo...Text duplicate Illustrate through multiple media (consideration 2.5)
/representation/building-knowl...Text duplicate Building Knowledge (guideline 3)
/representation/building-knowl...Text duplicate Connect prior knowledge to new learning (consideration 3.1)
/representation/building-knowl...Text duplicate Highlight and explore patterns, critical features, big ideas, and relationships (consideration 3.2)
/representation/building-knowl...Text duplicate Cultivate multiple ways of knowing and making meaning (consideration 3.3)
/representation/building-knowl...Text duplicate Maximize transfer and generalization (consideration 3.4)
/action-expression/Text duplicate Action & Expression
/action-expression/interaction/Text duplicate Interaction (guideline 4)
/action-expression/interaction...Text duplicate Vary and honor the methods for response, navigation, and movement (consideration 4.1)
/action-expression/interaction...Text duplicate Optimize access to accessible materials and assistive and accessible technologies and tools (consideration 4.2)
/action-expression/expression-...Text duplicate Expression & Communication (guideline 5)
/action-expression/expression-...Text duplicate Use multiple media for communication (consideration 5.1)
/action-expression/expression-...Text duplicate Use multiple tools for construction, composition, and creativity (consideration 5.2)
/action-expression/expression-...Text duplicate Build fluencies with graduated support for practice and performance (consideration 5.3)
/action-expression/expression-...Text duplicate Address biases related to modes of expression and communication (consideration 5.4)
/action-expression/strategy-de...Text duplicate Strategy Development (guideline 6)
/action-expression/strategy-de...Text duplicate Set meaningful goals (consideration 6.1)
/action-expression/strategy-de...Text duplicate Anticipate and plan for challenges (consideration 6.2)
/action-expression/strategy-de...Text duplicate Organize information and resources (consideration 6.3)
/action-expression/strategy-de...Text duplicate Enhance capacity for monitoring progress (consideration 6.4)
/action-expression/strategy-de...Text duplicate Challenge exclusionary practices (consideration 6.5)
/more/downloads/Text duplicate PDF versions of the graphic organizer are available on the downloads page.
https://udlguidelines.cast.org/Home
/engagement/Text duplicate Engagement
/representation/Text duplicate Representation
/action-expression/Text duplicate Action & Expression
/more/more/Text duplicate More...
https://www.readspeaker.com/se...External Subdomain IMG-ALT ReadSpeaker
https://www.cast.org/External Subdomain Text duplicate CAST Until learning has no limits®
https://www.facebook.com/CASTUDL/External Subdomain Follow us on Facebook
A-TITLE Follow us on Facebook
https://x.com/CAST_UDLExternal Follow us on X/Twitter
A-TITLE Follow us on Twitter
https://www.linkedin.com/compa...External Subdomain Follow us on LinkedIn
A-TITLE Follow us on LinkedIn
https://www.instagram.com/cast...External Subdomain Follow us on Instagram
A-TITLE Follow us on Instagram
https://www.pinterest.com/cast...External Subdomain Follow us on Pinterest
A-TITLE Follow us on Pinterest
https://www.youtube.com/user/U...External Subdomain Follow us on YouTube
A-TITLE Follow us on YouTube
https://www.cast.org/site/acce...External Subdomain Accessibility Policy
https://www.cast.org/site/priv...External Subdomain Privacy Policy
https://www.cast.org/site/term...External Subdomain Terms of Use

Server configuration

HTTP redirects
(Critically important)
This page redirects to "https://udlguidelines.cast.org/"
HTTP header
(Important)
No X-Powered HTTP header is sent.
The web server transmits the web page (HTML) in compressed form.
Performance
(Somewhat important)
The page response time is excellent with 0.16 seconds.
The file size of the HTML document is fine (74 kB).

HTTP Response Header

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cache-status"Netlify Edge"; hit
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dateWed, 23 Apr 2025 19:29:29 GMT
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serverNetlify
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varyAccept-Encoding
x-nf-request-id01JSJ20VWHQEP5NHJNFH1E4MQ9
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http_versionHTTP/2

External factors

This website has excellent links from other websites.
This page has backlinks from 2,018 referring domains.
This page has 19,303 backlinks.
This page has backlinks from 1,571 different ip addresses.

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udlguidelines.cast.org
The UDL Guidelines
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

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