How Universal Design for Learning Transformed My Teaching: An Elementary Educator's Journey of Implementation

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Author(s): Jana Nicol (New Brunswick Department of Education and Early Childhood Development, Canada)
Copyright: 2024
Pages: 24
Source title: Cases on Effective Universal Design for Learning Implementation Across Schools
Source Author(s)/Editor(s): Frederic Fovet (Thompson Rivers University, Canada)
DOI: 10.4018/978-1-6684-4750-5.ch002

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

The purpose of this chapter is to provide a summary of research and recommendations for implementing Universal Design for Learning (UDL) in the elementary school setting through a review of the literature (2016 – 2021), one teacher's account of UDL implementation with elementary school-aged students (K-5) in a fully inclusive public education system in New Brunswick, Canada, and the findings of action research undertaken through a partnership between the New Brunswick Department of Education & Early Childhood Development (EECD) and University of New Brunswick (2013 – 2015). The goal of the action research was to determine what tools will help facilitate the implementation of UDL in elementary school classrooms to improve student engagement. Implementing UDL in the elementary school setting results in observable gains in inclusion, student engagement, and academic achievement. Teachers can take a personalized and incremental approach to UDL implementation guided by CAST's UDL Guidelines.

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How Universal Design for Learning Transformed My Teaching: An Elementary Educator's Journey of Implementation

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