Rooted in the idea that students learn differently, universal design for learning (UDL) is a teaching and learning model where educators provide multiple ways for all students to be included and engage in classroom material. Profiled districts rely on several other methods to include high needs students in general education classrooms, including co-teaching models, alternative degree programs, and Membership-Participation-Learning teams. Schools can introduce UDL with comprehensive training sessions and provide continued professional development opportunities for teachers and school administrators.
This research explores the UDL implementation process and related teacher professional development opportunities at four profiled districts. The report also discusses other methods for including students with disabilities, including co-teaching models, alternative degree programs, and membership-participation-learning teams.
Introduction to UDL and inclusionNeuroscientists developed the UDL framework in the 1990’s to optimize teaching and learning for all people. Based on the idea that students learn in diverse ways, UDL’s three guiding principles ask educators to provide multiple means of engagement, representation, and action and expression in the classroom.
Contacts at District A emphasize that the gradual introduction of UDL theory and practices lead teachers and staff to a better understanding of the framework. Administrators first introduced the three guiding principles and later developed training sessions to explain the more complex nine guidelines of UDL.
UDL staff at District ADirector of special education
Oversees Special Education and UDL staff Reviews student and school performance3 UDL coordinators
Support UDL coaches and other…