Universal Design for Learning (UDL) is an orientation to instructional design that aims to diversify pedagogy for the purpose of responding to inherently diverse neurological processes that comprise learning (Rose & Meyer, 2002). In the Higher Education Opportunity Act, UDL is recommended as means to provide appropriate accommodations toward high achievement expectations for "all students, including students with disabilities and students who are limited English proficient" (HEOA, 2008). UDL is endorsed by other U.S. educational policies, including the Technology-Related Assistance for Individuals with Disabilities Act of 1988 and the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA), and is increasingly recommended for K-12 education. In this paper I employ a perspective informed by Disability Studies to review the conceptual and empirical literature related to UDL in K12 education. I describe the theory, research, conceptual, and pedagogical development of UDL and provide commentary on whether UDL seems a useful direction for inclusive education. I offer suggestions for further inquiry that may be undertaken in Disability Studies in Education and positivist special education.