Introduction

Providing students with disabilities full access to the general education curriculum is paramount in schools today as high-stakes testing and increased student and teacher accountability are receiving greater attention.

Inclusive teaching allows teachers to engage all learners in learning regardless of their background or ability. One benefit of inclusive teaching is that students who have disabilities but have either declined services or haven’t yet been identified as benefiting from services still benefit from classroom instruction in the general education classroom without an Individualized Education Program (IEP).

In action, inclusive teaching looks like a comprehensive instructional approach that considers students’ needs and varying abilities in the classroom. Inclusive teaching approaches ensure that all students have access to the general education curriculum and the opportunity to progress, as required by Public Law (PL) 108-446 (Congress.gov). Using the Universal Design for Learning (UDL) structure in combination with Differentiated Instruction (DI) can help ensure that all students, including those with undocumented disabilities, have the maximum opportunity to meet and or exceed learning outcomes.

This module will explore Universal Design for Learning and Differentiated Instruction. Universal Design for Learning (UDL) is a proactive approach to designing learning experiences that are accessible for all students, emphasizing flexibility and adaptability in the curriculum. It aims to maximize learners’ potential by considering diverse needs and abilities from the outset. Differentiated Instruction evaluates individual students’ needs and readiness levels and modifies the learning to fit the needs of the students. In differentiated classrooms, teachers tailor instruction to address varying learning styles, interests, and levels of complexity, ensuring growth for all learners. Unlike UDL, which aims to design universal learning experiences from the outset, DI is considered a more reactionary approach.

These instructional approaches can help you as a future teacher to develop and execute lessons that allow students with individual differences and diverse cultures to thrive. Inclusive teaching can enable teachers to engage all learners in learning regardless of their background or ability. This module contains two chapters: the first chapter focuses on Universal Design for Learning, including strategies teachers can use to promote learning in their classrooms, and the second chapter focuses on Differentiated Instruction and the importance of meeting students where they are academically.

Comparing Universal Design for Learning and Differentiated Instruction

References

108th Congress. (n.d.). H.R.1350 – 108th Congress (2003-2004): Individuals with Disabilities Education Improvement Act of 2004. Congress.gov.