The problem addressed in this study was that traditional assessments used for middle school math, regardless of any needs-based accommodation provisions, inhibit equitable representation of the academic abilities of students with individualized education programs (IEPs) for specific learning disabilities (SLD) because of the absence of the universal design for learning (UDL) framework. This qualitative, phenomenological study sought to understand the perspectives of middle school math teachers about applying assessments based on the UDL framework for students with IEPs for SLD. The study used Gardner's theory of multiple intelligences, Gagne's conditions of learning theory, and Mayer's cognitive theory of multimedia learning as the conceptual framework. Using virtual semi-structured interviews, 10 participants provided their perceptions on three research questions, divided into seven interview questions. After multiple manual reviews in addition to the implementation of NVivo, findings resulted in three themes: (a) misalignment of assessment content and format with students' educational needs and abilities; (b) coordination of IEP requirements, student learning needs and abilities, and accommodation assignment led to successes, limitations, and implications; and (c) inclusive and equitable environments caused by multimodal classroom instruction. Based on these findings and implications, recommendations for practice include creating an assessment aligned with the UDL framework. Future research includes: (a) studying the perspectives of teachers in other grades as well as other subjects about the implementation of UDL-based assessments for students with IEPs for SLD, (b) studying the implications of the relationship between the Resource Room or special education teacher and the general education classroom upon students experiencing disabilities, and (c) studying the perspectives of students experiencing disabilities about the implementation of UDL-based activities and assessments. [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.]