College of Education and Human Development

CEHD Faculty Honored with Prestigious David Rose Universal Design for Learning (UDL) Research Award from CAST

Anya Evmenova, professor of Special Education and Assistive Technology who also serves as Associate Dean for Research in the College of Education and Human Development (CEHD) at George Mason University, was honored with the David Rose Universal Design for Learning (UDL) Research Award from CAST. The award recognizes Evmenova for her extensive research focused on developing and leveraging technology, cognitive support, and inclusive design to make education accessible and meaningful for all learners. CAST describes itself as a global community dedicated to transforming education through UDL, a framework “that helps educators create flexible learning environments that accommodate the full diversity of learners” (CAST 2024 Annual Report). The UDL Research Award was named after David Rose, CAST Co-Founder and Chief Education Officer, Emeritus, a neuropsychologist and educator who was a leader in the advancement of UDL.

When asked about what it meant to her to be named recipient of the prestigious CAST award in honor of her research in UDL, Evmenova stated, “To receive this award from David Rose is profoundly meaningful to me.” Evmenova noted that this honor was especially significant from a personal perspective because she has devoted the better part of her academic career to creating more accessible learning experiences for students through implementation of UDL in the K-12 classroom and beyond.

Much of Evmenova’s research based on the UDL framework has centered on how assistive technology can serve as an instructional tool to enhance learning. An example of a research initiative based on UDL for which Evmenova has served as Principal Investigator is the development of an innovative technology-based writing intervention package (WEGO). This is a web-based application to help students compose high-quality essays by providing embedded evidence-based strategies (e.g., mnemonics, self-regulated learning strategies), UDL supports (e.g., video models, text-to-speech), and technology innovations (games, AI). The WEGO tool developed by Drs. Evmenova and Regan as well as members of her research team illustrate how UDL can be applied in a way that removes barriers to learning and gives students agency by allowing them to choose the instructional aids best suited to their needs.

Reflecting on her extensive work in developing and leading UDL-based projects such as the one described above, Evmenova commented, “I have used UDL to introduce the power of inclusive education in my international work. I have worked with pre-service and in-service teachers, guiding them towards building better opportunities for their learners. And this multifaced nature is what makes UDL research so powerful. It’s definitely never boring. It inspires us to be creative and think differently about measurements, policy, and teacher preparation.”

Evmenova explained that UDL improves academic outcomes because it focuses on student strengths, recognizing that all students learn differently. She observed, “UDL redefines how we think about teaching, learning, and human potential. It recognizes learner variability, removes barriers, and increases flexibility for improved education. In the UDL world, instruction is grounded in brain research, evidence-based practices, and curriculum design to create learning alternatives.”

She continued, “For years we’ve been taught to design our instruction to an average learner and then adjust it using supports for struggling students and enrichments for advanced learners. But there is no such thing as an average learner. We are all unique learners. So, UDL shifts the focus from ‘fixing’ a student to removing the barriers from the curriculum and increasing opportunities for all students in today’s classrooms.”

Evmenova noted that the UDL framework consists of the following three elements: 1) multiple means of engagement (offering different ways to engage and motivate learners); 2) multiple means of representation (presenting the same content in multiple formats); and 3) multiple means of action or expression (allowing students to respond and demonstrate what they know in multiple ways). Evidence-supported research demonstrates that together, these components of UDL facilitate increased student engagement and lead to improved academic outcomes. This translates to success in the classroom.

In recounting how she first became interested in UDL, Evmenova credits a former professor whom she met when she was just starting out as a graduate student. She stated, “I discovered UDL when I first came to this country in 2001, when I struggled in my master-level courses because I had never touched a computer before making it here. I struggled in group discussions because my English was not good enough and I didn’t have any relatable experiences to share. It took me hours to go through assigned readings because I had to look up every other word in the paper-based dictionary. I struggled until I met a professor at East Carolina University who removed those barriers for me and offered me choices, allowing me an opportunity to succeed. So, I wanted to learn more about this intriguing concept of Universal Design for Learning.”

Today, as respected and accomplished CEHD faculty at George Mason, Evmenova models best practices in inclusive and accessible education by incorporating UDL principles into her own courses that she teaches students at the university. She explained. “I rely on leveraging innovative technology to offer multiple ways for students to engage with content, multiple ways to present content, and multiple ways for students to demonstrate their understanding. These are the three main principles of UDL in action.”

Evmenova concluded her remarks by sharing her thoughts on what direction UDL will take moving forward against the backdrop of rapid advancements in technology. “The future research priorities related to UDL will most likely focus on harnessing the potential of emerging technologies, including artificial intelligence, to support personalized, accessible, UDL-based instruction,” she emphasized. “We also need to strengthen the bridge between research and practice to promote translational and actionable research co-designed with educators, families, and learners.”

Please join the CEHD community in congratulating Anya Evmenova on her selection for the David Rose Universal Design for Learning (UDL) Research Award presented by CAST. This well-deserved honor is indicative of her many achievements in UDL research focused on the successful removal of barriers to education and the creation of inclusive and accessible learning experiences for diverse students of all abilities.