This instrumental case study examined universal design for learning (UDL) as a digital media design resource for teachers of bilingual Deaf students with special needs. Ten teachers from a school program for bilingual Deaf children with special needs engaged in professional development (PD) provided through the professional teaching and learning cycle (PTLC) on the application of UDL to this population of students. Through the stages of the PTLC, teachers learned about UDL, used this knowledge to incorporate specific UDL guidelines into a lesson plan including a digital media component, and implemented that plan with their students. Teachers reconvened to analyze their use of UDL and adjust their practice. This study involved analysis of data sources including interview, document, artifact, rubric, survey, and research journal. In examining the role of UDL, the data revealed that teachers utilized the UDL principles, tiers, and individual guidelines to make design decisions. They were guided by their grounding in Deaf education, their experiences and backgrounds with this population, and the learning needs of their students. Teachers utilized the structure of the UDL guidelines to reflect on their teaching practice and push themselves and their students to higher skill levels. In examining the feature of PD and teacher learning, the data revealed that the presence of five critical features of PD was more relevant to the success of the PD than the structure of the PTLC. The presence and strength of these five critical features -- content focus, cohesion, duration, active learning, and collective partnerships -- supported and hindered teacher learning in various ways. This study is significant because it explored digital media design for a population underrepresented in the literature. Bilingual Deaf students with special needs demand unique and specialized instruction across all areas of language, literacy, academic, social, and life skill development. This study illustrated that UDL is a powerful tool that can be utilized as a design resource for teachers of bilingual Deaf students with special needs to provide instruction that increases opportunities for success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]