Leveraging implementation of universal design for learning to improve instructional practice
Date
2021
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Delaware
Abstract
To successfully close the achievement gap between students with disabilities and typically developing peers while sustaining inclusive schooling models, education systems must effectively support targeted professional development of all staff. Educators must become more aware of instructional processes and assessment methodologies that give all students equitable opportunities to learn and to demonstrate what they have learned. The Universal Design for Learning (UDL) Framework and guidelines from the Center for Applied Special Technology (CAST) are gaining prominence as a resource to support the design of learning environments that are accessible and challenging for all. ☐ During my tenure as assistant principal at Delcastle Technical High School (Delcastle), I supervised all programs and staff of the special education and math department. Analysis of Delcastle’s student enrolment data from SY11-13 to SY19-20 highlighted an increase in the number of students categorized for intense or complex level of special education services to support achievement in the general education curriculum along with mastery of Individualized Education Program (IEP) goals and objectives. Furthermore, achievement data from SY16-17 to SY18-19 highlighted achievement gaps in all core academic curriculum between students with IEPs and general population students. This Educational Leadership Portfolio (ELP) captures the first two years of Delcastle’s journey toward UDL implementation as a means for equipping teachers to serve all students, including those with IEPs, in general education academic classes. ☐ The implementation plan is a multi-year professional development plan that scaffolds learning for each year to move the Delcastle staff from awareness to evidence of sustained implementation of the UDL framework in planning and lesson delivery in all core academic areas. Specifically, this ELP highlights the system drivers of leadership, competency and implementation employed to develop and launch the initiative. Additionally, this ELP outlines the measures taken to sustain the initiative throughout the emergency school closing and various return to school models due to the COVID-19 pandemic. Finally, this ELP highlights efforts taken to scale-up the implementation from a building initiative towards a district focus to bolster cross-district collaboration on inclusive schooling instructional practices. Recommendations for the continuation of professional learning and implementation includes establishment of model UDL classrooms, district and school-based UDL leadership teams, and targeted training for all administrators on how UDL supports the goals of Multi-Tiered System of Support (MTSS) for each learner.
Description
Keywords
Asynchronous, COVID-19, Implementation Leadership, MTSS, Special Education, Universal Design for Learning