INCLUSIVITY

&
UNIVERSAL DESIGN FOR LEARNING:
STRATEGIES FOR SUCCESS

~virtual portfolio by Ben Holden~

December 14, 2014

TABLE OF CONTENTS
Introduction.............................................................
................1
Inclusion..................................................................
..................2
Criticisms.................................................................
..................3
Universal Design for
Learning..........................................4
Strategies (Planning, Accommodations, &
Implementation)......................................................
..............5
Personal
Reflection...............................................................6

Bibliography.............................................................
...............9

Introduction
Thankfully, special education has radically changed since
the 20th century, and even more drastically from before. From
Aristotle's distant thought, that the deaf were no better than
than the animals of the forest (Bennett, Dworet & Webber 2)
to the not so distant right of the school boards to turn away
students with disabilities, it can be rightfully suggested that
currently, we have achieved great leaps and bounds with
respect to supporting the needs of students. Furthermore,
modern special education has taken a view which strives to
include students in special education programs into the
mainstream. In, doing so, it has been discovered that several
strategies and tactics which benefit and support special needs

learners also enhance the learning of the typical learner. This

portfolio will detail a wide array of information and strategies
concerning inclusivity and planning programs with Universal
Design for Learning.

Inclusion
The most recent movements tend to shy away from self-contained
special education classrooms, and opt for the least restrictive
environment. This means that although some students may benefit from
alternate settings, the best practice is to place a student with special
needs in the regular classroom. The placement is typically determined
by the Special Education Cascade:

The goal is to place students in the least restrictive environment which

can support individual needs. Most students can be supported in the
typical classroom given supports like accommodations, modifications,
special education teachers or educational assistance. The IPRC process
will ensure the student is placed where he/she is least restricted, yet
most supported.
2

Criticisms & Support

Criticisms of Inclusion
-Lack of expertise and support in regular classroom.
-Fails to acknowledge the diverse needs of an individual.
-Exclusive and stigmatizing for severely disabled students.

Please read one mother's perspective at

(press ctrl + click)
http://parenting.blogs.nytimes.com/2014/04/17/my-daughter-profoundlydisabled-needs-a-school-for-children-like-her/?
_php=true&_type=blogs&_r=1

Support of Inclusion
-Promotes social development
-Supports a community of tolerance
-Overall greater social, behavioural, and academic achievement in both
the students in need of support and in the students in the rest of the
class.

Please watch one father's perspective at:

(press ctrl + click)
https://www.youtube.com/watch?v=izkN5vLbnw8

Where we go one,
We go all.
-White Squall
3

Universal Design for Learning

Universal Design for Learning (UDL) is a framework of instruction
which is directed towards all students, which accounts for and
accommodates individual learning differences. It is based on an
architectural premise that improved access for people with handicapping

conditions is improved access for all (Bennett, Dworet & Webber 26).
This flexible system is used to give equal access to the curriculum. Thus,
all students will learn and be assessed on the same curriculum, but the
methods of instruction and assessment will vary according to satisfying
learning and performance needs.
The facets of UDL consist of:
-Multiple means of representation to give learners various
ways
of acquiring information and knowledge
-Multiple means of expression to provide learners alternatives
for demonstrating what they know
-Multiple means of engagement to tap into learners' interests,
challenge them appropriately, and motivate
them to learn

Strategies for Implementing UDL

Representation Strategies

Action/Expression

Engagement Strategies

Strategies
Visual information:
Physical Action:
Provide visual diagrams, charts Navigation and Interaction
Provide written transcripts for
videos or auditory clips

Recruit learner interest

Auditory information:
Provide spoken descriptions
Provide auditory cues for key
concepts and transitions in visual
information

Assistive technologies

Provide choice in method

of instruction and
assessment

Tactile information:
Provide physical objects and
spatial models

Support the use of a tool

or method

Personalize and
contextualize information

Adjustable format (enlarge

letters, increase volume)

Alternative modalities of
expression

Socially and culturally

relevant

Ensure that alternative

representations are provided

Alternative mediums

Participation

Cross-linguistic understanding

Support executive
functions (higher order
brain processing)

Exploration/
Experimentation/
Imagination

Strategic categorization

Mastery-oriented feedback

Active memorization

Support self-regulatory
skills

Scaffolding

Personal Reflection
When I think back to the beginning of this course, I thought I had a
considerable understanding of special education. Boy, was I wrong. Even
considering that I am a recent grad with limited experience, I paid great
attention and put much effort into my Instruction for Special Needs
course in my teacher training. I knew about several disorders, and knew
of Accommodation, Modification, DI, and assessment. However, I was
ignorant to so much more. From learning the history of special
education, Bill 82, inclusivity and UDL, the protocol of identifying and
placement of students with special needs, to the

development, implementation, and review of IEPs, I realize how basic

and underdeveloped my understanding had been. I realized that the lack
of teaching experience really is a setback, but then again, we all have to
start somewhere, and here is where I start.
What I think most of value to this course, besides the content of its
curriculum, is the discussion and different perspectives gained from all
of the teachers in this course, even more so, considering that close to all
of the other students in this course have more experience than I do in
the field of teaching. My four teaching practicums has granted me a
wealth of knowledge, but it doesn't come near to what I am able to gain
from the experiences of other teachers. And unfortunately, being in the
Windsor-Essex region, I will have to rely on these experiences for quite
some time before I can start experiencing my own.
I chose inclusion and UDL to create this portfolio simply because I
love the idea of inclusion, and placing students in the least restrictive
environment. UDL follows naturally. If there is increased diversity in
learning needs, then there should be diverse and flexible instruction and
assessment methods. The most beneficial aspect of UDL is that it meets
the needs of each and every learning in the class,
regardless of ability and needs. I have already devoted much time

thinking how to redesign past lessons with UDL and I plan on using this
framework in all of my future lessons (assuming the local school boards
decide to hire

within the next 30 years, ha!), regardless of how many students with
special needs are in my classes.
As I continue my quest for employment with the school boards and
continue my professional development, I must always consider what I
have learned from this course. That students and the needs do not come
in a neat, uniformly packaged box. Following the architectural language
of UDL, my instruction and assessment methods must not be solidified
and set in stone. That being said, there is a structure that I must follow,
for sake of practicality, but this structure must be flexible, bendable,
malleable, and adaptable, to bear the load of the needs of all. A
teaching framework which is too rigid will fail under the pressure of this
load. Putting the needs of the students first, and the curriculum second,
will always ensure that I follow this approach. I hope to soon be able to
witness the student success that will follow.

Bibliography
Text
Special Education in Ontario Schools, 7th Edition By Sheila Bennett, Don Dworet with
Ken Weber ISBN: 9780986587313

Web
http://whoishetoday.blogspot.ca/2014/04/inclusion-vs-segregation-raising-son.html
http://www.inspireinclusion.com/video-3-myths-and-misconceptions-about-inclusiveeducation/
http://parenting.blogs.nytimes.com/2014/04/17/my-daughter-profoundly-disabledneeds-a-school-for-children-like-her/?_php=true&_type=blogs&_r=0
https://www.youtube.com/watch?v=izkN5vLbnw8
http://en.wikipedia.org/wiki/Universal_Design_for_Learning
http://www.cast.org/udl/
http://barbarabray.net/2012/01/20/udl-and-personalized-learning/