Introduction

High-stakes testing and greater attention to increased student and teacher accountability only help reinforce the importance of providing students with disabilities full access to the general education curriculum.

Inclusive teaching allows teachers to engage all learners in learning regardless of their background or ability. Inclusive teaching also helps students who have disabilities but have either declined services or haven’t yet been identified for services still benefit from 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 all students 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) helps offer all students, including those with undocumented disabilities, the maximum opportunity to meet and or exceed learning outcomes.

This module will explore Universal Design for Learning and Differentiated Instruction. A proactive approach to designing accessible  learning experiences for all students, Universal Design for Learning (UDL) emphasizes flexibility and adaptability in the curriculum. UDL 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 student needs. 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, Differentiated Instruction 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 UDL, 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.