Implementation of Universal Design for Learning in the Classroom: Teacher Professional Development and Student Outcomes

Abstract

University of Washington Abstract Implementation of Universal Design for Learning in the classroom: Teacher Professional Development and Student Outcomes Chair of Supervisory Committee: Professor Carol A. Davis College of Education Merely accessing the general curriculum and classroom does not guarantee that students with dis/abilities will be able to participate in the learning activities and make adequate academic progress; including diverse learners requires flexible instructional practices and methods and the belief that all students can learn regardless of ability. Universal Design for Learning (UDL) has been identified as a research-based framework that guides educators in designing and delivering instruction for all students, including students with dis/abilities. While UDL is a promising framework to ensure access, participation, and progress, the literature does not tell us how to comprehensively implement the three principles of UDL (representation, engagement, and expression) with high fidelity in a general education classroom. This study employed a non-concurrent multiple baseline across participants design and semi-structured interviews to examine the effects of a teacher training package to support the implementation of the UDL framework during a literacy lesson in an inclusive classroom context. Experimental and qualitative results indicated that the professional development activities supported implementation of the UDL framework and increased student learning.