Content area
Full Text
Universal Design for Learning (UDL) is a framework based on the principle that designing instruction for special learners in the room will benefit all learners. This includes planning for learners with disabilities, English-language learners, gifted learners, and those from diverse cultural and socioeconomic backgrounds among others (Israel et al., 2014). Within education law, UDL is designated a scientifically valid framework for all learners to access curriculum in general education classes (Every Student Succeeds Act [ESSA], 2015). Since classrooms have an increasingly diverse population, and many students with disabilities are spending a large part of their day in inclusive classrooms, the principles of UDL can help teachers best prepare successful lessons for all students (Courey et al., 2012).
The UDL framework covers three basic principles of access: student engagement, representation of materials, and student expression of learning. In our previous article (September, 2020) we discussed using visual supports to apply the UDL principle of representation. In this article we will discuss student engagement, a critical factor for successful learning. UDL guidelines (CAST, 2018) disaggregate the principle of engagement to recruiting interest, sustaining effort and persistence, and supporting self-regulation. We are going to focus on the first two guidelines, recruiting interest and sustaining effort, with one important strategy: instructional choice. Instructional choice involves offering students two or more options, allowing them to choose independently, and facilitating the implementation of the choice (Joivette et al., 2002). Evidence base for instructional choice is strong, demonstrating an increase in desired academic behaviors and decrease in disruptive behavior (Royer et al., 2017).
Choice can involve many different factors, but one constant is a focus on the learning goal for the lesson (Kern & State, 2009).
The learning goal will drive the choices offered, although it may change how the student engages with the content (representation) or how they act and express what they know (action and expression). Choice is divided into two categories, within-task choice or across-task choice (Lane et al., 2018). Examples of within-task choice in lesson planning include: (a) types of materials available (e.g., pen/paper, computer), (b) access to peers (e.g., complete tasks independently, with a friend, or with a small group), (c) location where the task is completed (e.g., at desk, in the hallway, outside) and (d) variety...