[Editor’s note: This story, originally published on January 2nd of this year, was our #6 most popular story of the year. Happy holidays, and thank you for tuning into our 2018 countdown!]
In recent years, general education teachers have joined special education teachers in emphasizing the need for inclusivity in the classroom. By creating inclusive classrooms, educators aim to foster learning environments that are equitable and nurturing to every student. Inclusive educators often use Universal Design for Learning (UDL) to provide students with consistent access to engaging content and effective paths for achieving educational goals in classrooms where they experience a greater sense of belonging.
UDL, which is a set of principles for curriculum development that aims to provide all students an equal opportunity to learn, can be used by educators at any grade level or subject area. According to the National Center on Universal Design for Learning, “UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone—not a single, one-size-fits-all solution, but rather flexible approaches that can be customized and adjusted for individual needs.”
If you are a teacher looking to create a more inclusive learning environment in your classroom, understanding the principles of UDL can give you an edge. While many educators who are interested in working effectively with diverse groups of students go on to obtain a masters degree in education or seek other formal training, there are a few steps you can take today to make your classroom a more nurturing and equitable space.
Here are five ways you can start implementing inclusivity into your classroom today:
1. Use varied strategies to present content
The first principle of UDL invites teachers to use “multiple means of representation.”
With this in mind, we ask, “How do you share content with your students?” Through lectures, readings, discussions, graphic representations, videos, and hands-on artistic models, teachers have ways to share information. While each of these may be useful, using a variety can ensure that content is accessible to everyone.
Sixth-grade social studies teacher Ashlynn Sandoval provides content by showing a video that has captions. This way, students have auditory and visual input—more than just one mode. The addition of captions improves access for a variety of students, those with hearing impairments, those learning a new language, and those working to improve reading or spelling skills. Using different mediums to present information and engage students is important in inclusive classrooms.
2. Invite students to show what they know in varied ways
As the second principle of UDL calls teachers to use “multiple means of action and expression,” we ask, “How do you allow students to show understanding?”
Some students may find that their best outlet and means of expression comes through writing while others excel in giving an oral presentation, acting out a play or creating a piece of art. When we provide students the opportunity to express their knowledge through multiple means, we learn what works best for them and can often find strengths we hadn’t identified before.
After learning about UDL, Shanika McCarty, an 8th-grade English teacher, decided that she would provide more options and student choice for how they will present projects. In doing so, she alleviates anxiety and sees more students showing quality work in the classroom.