Universal Design for Learning and Other Inclusive Practices

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 inclusion

Neuroscientists 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 A

Director of special education

• Oversees Special Education and UDL staff
• Reviews student and school performance

3 UDL coordinators

• Support UDL coaches and other staff
• Lead professional development for administrative staff, certified staff, and support staff
• Conduct research on UDL and Positive Behavior Interventions and Support (PBIS)

 

9 UDL coaches

• Dedicated to two specific schools (1/2 time in each)
• Lead school-specific professional development sessions and UDL learning communities
• Support individual teachers on a per request basis

Implementing and sustaining universal design for learning

Several profiled districts first implemented UDL in one school within the district which allowed administrators to test the model and overcome implementation challenges at a smaller scale.

Once a pilot UDL school demonstrates success, administrators can use the example to advocate for further expansion of the teaching model.

Furthermore, administrators can solicit feedback from teachers on professional development needs and can ask early adopters to support other teachers as they learn the model. District B administrators first introduced UDL in their elementary schools. As students progressed through the system, district leadership introduced UDL into middle school and then high school classrooms.

Other inclusive practices

Membership-Participation-Learning (MPL) teams work together to support high-needs students at District B. The ultimate goal is to maximize inclusion of students with the most severe disabilities in classrooms of their peers. First, the team aims to make the student a member of the general education classroom community. Once the individual student feels included, the team helps the student engage and participate in the classroom. The MPL team assumes that once the student can participate in the classroom, learning will come naturally.

The team members meet regularly to identify the individual student’s strengths and weaknesses and to assess progress over time. MPL teams review student data (e.g., observational notes, data collected from questionnaires and other sources) on a monthly basis to determine what percentage of time a student is a member of the class, what percentage of the time they participate in class, and their performance on assessments.