Key points:

• Within UDL, social annotation can improve reading comprehension and student interaction
• How to use UDL-inspired technology to reengage students
• How to create inclusive learning environments with UDL
• For more news on UDL, visit eSN’s Innovative Teaching hub

When we talk about learning methods, most of us hark back to the days when we were either referred to as audio or visual learners, and that would be the end of the discussion. However, as more and more research has gone into what methods work better for the individual learner, there is so much information out there to divulge, particularly with new techniques popping up as a result of improving technology.

One significant development is collaborative e-learning, which integrates social interactions among peers and teachers. These digital environments allow learners to gain new perspectives and engage in group problem solving. From podcasts, YouTube captions, personalized learning dashboards, and social annotation, teachers now have a variety of e-learning methods at their disposal.

But how does the concept of Universal Design Learning (UDL) fit into all this? Why is it so important now, and how can e-learning fulfill its requirements within the UDL framework? Let’s unravel these questions.

What are the fundamentals of UDL and why is it important?

First, let’s define UDL in its simplest terms. UDL is about creating inclusive learning environments by providing multiple pathways for engagement, representation, and expression.

• Engagement: This involves identifying what motivates and excites students about learning.
• Representation: This ensures that learners have the appropriate environment to learn, regardless of their background or abilities.
• Expression: This allows students to demonstrate their understanding in various ways, such as through drawing, writing, and more.

Applying UDL principles to e-learning design reduces the barriers to learning, improves learner engagement and satisfaction, and ultimately improves learner outcomes and performance. E-learning via web-based platforms has become so important in order to give teachers and students flexibility with educational resources and the ability to collaborate anywhere. With the integration of UDL into web-based platforms for teacher education, teachers can get a better understanding of how they can shape learning experiences to meet the students’ needs.

What types of e-learning are there? How can we shape them to fit UDL?

E-learning encompasses various forms, including synchronous and asynchronous online courses, social annotation, and digital resources like videos and interactive modules. Each type should offer UDL principles to create inclusive and accessible educational experiences.

It is super important to incorporate the three pillars of UDL into e-learning. Online courses can offer content in audio, text, and video formats, each with interactive elements like quizzes, virtual labs, and social annotation to enhance engagement and provide multiple ways for students to absorb the material. Additionally, these digital tools need to support the means of expression through written assignments, presentations, or discussions to make the learning environment as engaging as possible.

The clever integration of UDL into e-learning makes digital learning platforms effective for all learners, including those who might have disabilities or undiagnosed learning difficulties. This approach ensures inclusivity in any online educational setting.

Social annotation as an e-learning vehicle within UDL

Social annotation tools can improve reading comprehension and student interaction. Teachers can use them to allow students to make annotations that are shared with their peers, making them consider reading as a social element instead of something that is maybe individual and dull. As touched on in the previous section, a social annotation tool gives students an opportunity to express themselves in different ways as they can actually annotate with images, videos, and links to different sources. A student could genuinely find a useful YouTube explainer on a particular topic and post the link as an annotation for the class.

There have been various studies looking into the benefits of an e-learning method like social annotation, and a meta-analysis from the journal of The Internet and Higher Education found that social annotation contributes to “improved critical thinking, meta-cognitive skills, and reading comprehension.” The same study also concluded that it “promotes motivation for reading and contributes to higher frequency of positive emotions and lower frequency of negative emotions.”

We’ve already discussed a few ways teachers can use social annotation, but a couple of other interesting methods might involve syllabus searching, where students annotate important course details as a way to help build a sense of community where they are all working towards something at the same time. Another example could involve students being temporary experts on particular texts, where they split into groups and read a specific text before splitting into new groups and teaching the others about what they read with the annotations.

Final word

The integration of e-learning within the UDL framework is a good way to create deeper student interaction and understanding. A tool such as social annotation specifically can turn a solitary task into a shared experience, which can only improve the learning process. The various ways that e-learning platforms can create forms of content interaction mean that these learning experiences should be accessible to anyone, regardless of their background or ability.

Key points:

• Neurodiversity is a key factor in designing learning spaces
• How to use UDL-inspired technology to reengage students
• How to create inclusive learning environments with UDL
• For more news on learning environments, visit eSN’s Innovative Teaching hub

Every student is different–but not all learning environments are designed to meet the needs of neurodiverse learners. As schools seek to ensure all students learn to their fullest potential, a new guide explores ideas and strategies for creating inclusive learning spaces.

While there are neurodiverse students in every school in the country, many learning environments are not designed to address their unique gifts and needs. To help schools support neurodiverse learners and enrich the learning experience of all students, has published a new white paper, “

Redesigning Learning Spaces for Neurodiverse Learners, an eight-page guide from MiEN Company, authored by special needs consultant Cecilia Cruse, MS, OTR/L, delves into neurodiversity and examines new research and existing challenges for neurodiverse students.

It also explores current teaching practices and frameworks such as Universal Design for Learning (UDL), offering actionable tips to help schools support neurodiverse students and prioritize inclusive strategies and practices.

“Some brains function differently than ‘neurotypical’ brains, and some students may require different supports,” said MiEN Company’s VP of Education and Marketing, Dr. Christina Counts. “With this white paper, educators and school support staff can gain new insights into neurodiversity, reimagine their instructional practices, and create classrooms and learning spaces where all learners can thrive.”

According to the guide, leading challenges contributing to environments that don’t support neurodiversity include:

• Misunderstanding of neurodiversity
• Lack of professional learning about how the brain works
• Rigid teaching methods
• Overly restrictive classrooms
• Limited access to resources and accommodations

The guide offers practical ways to promote neurodiversity (for all 12 tips, download the guide):
1. Promote understanding by creating awareness initiatives with all stakeholders: educators, staff, students, and parents. Include neurodiversity in curriculum materials at an early age.
2. Enhance professional learning by ensuring educators remain informed about the latest research and inclusive practices, including teaching strategies.
3. Implement flexible seating arrangements, sensory-friendly classrooms, and quiet zones to accommodate diverse learning needs.
4. Create personalized plans for neurodivergent students detailing specific accommodations, goals, and support strategies.
5. Establish a peer system pairing neurodivergent students with neurotypical students.

Key points:

• UDL can make learning more accessible for all students–but it requires purposeful implementation
• 3 reasons instructional audio is a must-have in classrooms
• How to create inclusive learning environments with UDL
• For more news on UDL, visit eSN’s Innovative Teaching hub

In a nutshell, Universal Design for Learning, or UDL, is a framework that urges educators, policymakers, and all education stakeholders to think about teaching and learning in a way that gives all students–regardless of ability or need–equal opportunities to reach their full potential.

Let’s take a look at how Universal Design for Learning can benefit students:

What best describes Universal Design for Learning?

The UDL framework can help teachers shape inclusive learning environments and can support K-12 leaders in implementing new programs. UDL is not another program that teachers have to shoehorn into their already-crammed day–rather, it is a process and framework to help educators ensure they are reaching all learners.  Think of Universal Design principles as an operating system of sorts for your classroom, school, or district. The goal of this system is deceptively simple: make education work for as many students as possible. Learn more about UDL in action.

What is the focus of Universal Design for Learning?

If you are a teacher looking to create a more inclusive learning environment in your classroom, understanding Universal Design for Learning principles 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.

What are the 3 principles of Universal Design for Learning?

The three underlying principles of UDL are Multiple Means of Representation, Multiple Means of Action and Expression, and Multiple Means of Engagement. Multiple means of Representation: The intent is to present information in various formats like text, images, graphic organizers, video, audio, or practical activities.  Multiple Means of Action and Expression: An essential element of UDL is offering students a variety of ways to express their knowledge. Multiple Means of Engagement: Engaging students in multiple ways is an excellent incentive for sparking motivation to learn. These principles help guide UDL strategies in classrooms.

What is an example of a UDL goal?

Looking at UDL examples and resources, one example is using AI and UDL to make computer science education accessible to all students. UDL uses fundamentals from neuroscience to give educators a framework to empower all learners. UDL is a process, not a product, and requires that teachers rethink their planning and delivery of instruction. Though this is not necessarily asking for teachers to do more, it is absolutely asking them to do something different. As teachers wrestle with transforming their teaching practice, generative AI offers robust opportunities. Pairing a tested, research-based framework like UDL with AI brings educators a step closer to the goal of true inclusion of all learners in computer science classes. Here’s more on that goal.

What is one example of Universal Design in a classroom?

Certain principles guide teachers in how to customize instruction to meet the individual needs and preferences of each student. An effective, research-based framework for personalizing instruction is Universal Design for Learning (UDL). Universal Design for Learning examples and principles guide teachers in how to customize instruction to meet the individual needs and preferences of each student. Fostering student and teacher connections is essential for developing social relationships and moving lessons forward, and technology is natural for enhancing engagement. During the pandemic, with online instruction, technology was indispensable. Lessons and materials were distributed digitally, and human interactions occurred through a computer. Classrooms are up and running again, and technology still provides us a means to communicate. Example: Teachers can run polls via computer and instantly gain feedback on classroom task design. Teachers can communicate instructions audibly or visually. Students and teachers can share socially or give or receive feedback on classwork. Certain technology allows teachers and students to annotate lessons or respond to assignments. Discover more examples of UDL in a classroom.

Key points:

• Choosing edtech designed with ergonomics in mind makes a big difference for students
• How to focus on classroom accessibility
• How to create inclusive learning environments
• For more news on learning design, visit eSN’s Innovative Teaching page

Students are spending more and more time using digital devices, both in and outside of school. In fact, the amount of time teenagers spend in front of screens per day for entertainment alone is equivalent to that of someone with a full-time job!¹ While those numbers might be lower for younger children, when in-school technology use is factored in, the total time adds up quickly.

Almost three-quarters of educators believe that physical comfort while using edtech has an impact on student engagement.² And, over half of students report discomfort when using laptops³. Ergonomic problems are likely contributing to discomfort and sapping engagement in today’s schools.

The good news is that adopting a few simple habits, making some minor adjustments to the learning space, and choosing edtech designed with ergonomics in mind can make a big difference for students, boosting their engagement, well-being, and motivation. So, here are some of the ergonomic best practices schools can adopt to improve comfort for students, both in the classroom and at home.

Take a break

Taking breaks–even short ones ⁴–has been shown to help reduce stress and end-of-day fatigue, and to increase concentration and engagement.⁵ For example, educators could set a timer to remind students to get up, stretch, move around, relax and talk to one another for a few minutes before resuming learning, or integrate breaks organically between changes in subjects or activities. It may seem counter-intuitive, but regular breaks could help students stay engaged and learn more effectively throughout the day.

Be kind to your eyes

Just like the rest of our body, our eyes need breaks, too–frequently! Eyes work best when they’re taking in information in 3D, and from a variety of distances. But, working at a screen means that eyes are absorbing information in 2D and from a fixed distance, making them work harder. Over time, this can lead to discomfort, making it more difficult for students to concentrate.

To give eyes a well-deserved break, try implementing the 20-20-20 rule: every 20 minutes, have students look at something 20 feet away (something happening outside, or even just the other side of the classroom) for 20 seconds (enough time to hum the chorus of their favorite song). This can help eye muscles relax, preventing the onset of eye fatigue, especially during long screen sessions.⁶

Designating a student to be in charge of eye breaks for the day, or for a certain activity, can also help give them a sense of responsibility and ownership over their learning.

Lift it up

On average, the human head weighs about 12 lbs, and our spine, neck, and shoulders can easily support that weight–as long as we’re looking straight ahead. But when we look down–for example, at a laptop or tablet sitting on a desk or in our lap–our head tilts downwards by about 10-15 degrees. That may not seem like much, but with gravity it means that our neck and shoulders now have to support about double that weight! And, the lower down we look, the more weight they’ll need to support.^7,8 While students’ heads might weigh less, their spines and muscles are also smaller and still developing, so the additional strain is still likely to be felt.

The solution to avoiding these potentially harmful downward neck postures is simple…lift the tablet, or laptop, up whenever possible or practical–for example, when watching videos or reading. Tablet cases with built-in stands are a good first step, but lifting the tablet or laptop up so that the top of the screen is at eye level–for example, using a laptop stand, or even just a pile of books–is even better. With the head and neck in a more neutral position, students are likely to be more comfortable and will be able to better focus on the content and learning. For even more ergonomic benefit, try keeping the screen about an arm’s length away to decrease eye strain.

Think ahead

Ergonomic changes could mean the difference between student engagement and disengagement. And ergonomic demands change from one activity to the next. For example, students doing activities like sketching or note-taking on a tablet might benefit from a stylus designed to fit different hand sizes and support different levels of motor skill development, creating a more comfortable and more effective experience than using a stylus designed for adults or their finger. Similarly, headsets optimized for smaller heads can help students hear without discomfort or the worry that the headset will fall off or shift if they move around, allowing them to focus on their task.

And, it’s important to remember that ergonomic demands can change from one activity to the next–while a tablet flat on the table may be appropriate for sketching or note taking to avoid awkward wrist and hand postures, it should be supported on a stand and lifted up to eye level for watching videos or listening to audio content to relieve strain on the neck and shoulders.

Considering what different students are doing most often and when lets educators adjust the solutions they offer to suit those activities. Making learning with edtech comfortable is easy once you know what to do, and a little forethought around ergonomics can go a long way toward making students happier, healthier, more focused, and more engaged.

1 The Common Sense Census: Media Use by Tweens and Teens – https://www.commonsensemedia.org/sites/default/files/research/report/8-18-census-integrated-report-final-web_0.pdf

2 Logitech and EdWeek Research Center. (2022) The Ergonomics Equation. Logitech. https://www.logitech.com/en-us/education/education-center/whitepaper/ergonomic-equation.html

3 Harris, Courtenay & Straker, Leon. (2000). Survey of physical ergonomics issues associated with school childrens’ use of laptop computers.International Journal of Industrial Ergonomics. https://doi.org/10.1016/S0169-8141(00)00009-3

4 https://www.bbc.com/worklife/article/20190312-the-tiny-breaks-that-ease-your-body-and-reboot-your-brain

5 https://www.microsoft.com/en-us/worklab/work-trend-index/brain-research

6 https://www.aao.org/eye-health/tips-prevention/computer-usage

7 Assessment of stresses in the cervical spine caused by posture and position of the head – https://pubmed.ncbi.nlm.nih.gov/25393825/ 

8 https://www.theguardian.com/lifeandstyle/shortcuts/2014/nov/24/text-neck-how-smartphones-damaging-our-spines

Key points:

• In schools, an asset-based approach encourages partnership by celebrating progress and growth
• Shifting away from this deficit-based approach requires leaders to change the way they see their students
• See related article: How to focus on classroom accessibility

Since the pandemic began, the number of technologies districts use has nearly tripled, but not all of these tools have been effective. As education leaders review the utility and effectiveness of those solutions, an asset-based approach is an essential criterion in the evaluation process.

Leaders should be wary of products that convey urgency and impact through deficit-based design. A deficit-based approach emphasizes the weakness of groups or individuals, calling attention to negative outcomes such as falling behind or missing out. Although it is a pervasive advertising tactic, studies show that a deficit-based approach can affect students’ long-term resilience and lead them to feel isolated when they are seen as “the problem.”

Shifting away from this deficit-based approach requires leaders to change the way they see their students. Rather than highlighting students’ inadequacies, an asset-based approach values their existing competencies. Rather than asking, “What’s wrong with our students?” it empowers educators to ask:

1. What are our students doing well?
2. What opportunities exist to strengthen what they’re doing well?
3. What is within our scope of control?

When evaluating products to support an asset-based approach, there are a number of clues education leaders can seek out in companies’ research methods, copy choices, and design solutions.

What an asset-based approach sounds like

To identify which approach a company uses, start by asking:

• What problem is the product designed to solve?
• Who is it designed to serve?
• How does this product meet the specific and diverse needs of this audience?

The answers to these questions will provide important context clues that you can piece together to identify the approach. A deficit-based product might uncover a problem such as,“A student is not proficient in English.” An asset-based product would instead discover that “a student is bilingual; their primary language is Spanish and secondary language is English.”

An asset-based design prioritizes the user above all else, focusing on how to optimize user flows, the user interface, and interactions. A deficit-based design might prioritize activity time, forcing students and families to increase usage by making exit routes hard to find.

When it comes to content and copy, a deficit-based approach uses language that shames or pressures users into doing something they would rather not do. (“Don’t let your child fall behind! Start your lesson today.”) An asset-based approach, by contrast, uses encouraging and exciting language focused on abundance as opposed to scarcity. (“Help your child get excited about learning by practicing their math skills. Start this week’s lesson.”)

Once the design, content, and copy have been implemented, it’s time to test the solutions to make sure they are serving users. At this “evaluative research” phase, a deficit-based approach focuses on talking to users who used the product because they “get it.” Asset-based research takes a wider view by talking to users who used and didn’t use the product to get a holistic understanding of the user experience.

What asset-based products do for schools and students

An asset-based approach encourages partnership by celebrating progress and growth. Products developed with an asset-based approach also support equity because they focus on the learner’s strengths and unlocking their potential.

These products are built on the belief that when students are supported by both their families and educators, they become more enthusiastic about learning, have greater academic success, and feel an improved sense of well-being.

While adopting and sustaining an asset-based approach requires systemic change, it has invaluable long-term outcomes on student success, learning, and development.

Related:
7 ways tech plays a pivotal role in accessibility
5 ways a centralized LMS can support UDL

Key points:

• To improve student engagement, strive to create a positive learning environment
• Offer multiple means of engagement using technology inspired by UDL such as voice/screen capture or different ways to present a project

While schools have largely returned to normal classroom instruction, some ripple effects of the pandemic remain. Educators are searching for a spark to re-engage students in the learning process. According to a recent survey, 38 percent of students reported decreased motivation to excel in school. In comparison, 80 percent of educators feel the pandemic made students less motivated.

In some cases, children traumatized by the pandemic struggle with mental health issues. In most cases, teachers may only need to provide different opportunities and multiple means of engagement to increase participation.

Motivating students starts with building a positive learning environment. The first steps require educators to create a physically and emotionally safe classroom where each student is valued and respected. Fostering student connections, encouraging voice and choice, adding relevance to lessons, and nurturing student ownership results in a supportive community where students feel comfortable as active participants in their learning.

Each student approaches learning uniquely. Prior knowledge, interests, learning styles, language skills, and physical abilities affect a child’s aptitude for learning and achievement. Meeting children where they are and differentiating instruction can mean the difference between a fully engaged learner and a passive learner who tunes out.

An effective, research-based framework for personalizing instruction is Universal Design for Learning (UDL). UDL principles guide teachers in how to customize instruction to meet the individual needs and preferences of each student. The three underlying principles of UDL are Multiple Means of Representation, Multiple Means of Action and Expression, and Multiple Means of Engagement.

Multiple means of Representation

The intent is to present information in various formats like text, images, graphic organizers, video, audio, or practical activities. Assistive technologies to enhance perception and understanding include screen readers, automatic flyers, voice recognition programs, and closed captioning, to name a few. Some students understand better when presented with “dual coding” opportunities whereby students who both hear and see a concept explained gain a better understanding.

Multiple Means of Action and Expression

An essential element of UDL is offering students a variety of ways to express their knowledge. Does a student feel more comfortable writing about a topic, creating a video, discussing a subject, or representing their knowledge through other creative outlets? Allowing students to present learning stimulates their desire for autonomy and choice and encourages ownership.

Multiple Means of Engagement

Engaging students in multiple ways is an excellent incentive for sparking motivation to learn. Students vary in their learning styles and abilities, and providing options for communication and engagement can break down barriers and promote a positive learning experience.

Incorporating UDL principles in your classroom can be enhanced by several technologies. Look for tools that provide variety, like:

Using technology to represent knowledge

What works for some students doesn’t work for all. Providing students with various formats to help them absorb and comprehend information audibly or visually increases academic success. Augmenting instruction with voice, video, and screen capture ensures students experience learning equitably.

Example: Some students comprehend better by listening. Others learn faster by reading text. Still, others struggling with reading comprehension learn best with a text-to-speech option. Teachers know their students’ preferences, and technology provides the means to engage all students equitably.

Using technology to express knowledge

Giving students a choice of ways to demonstrate knowledge can increase motivation and promotion of student agency. Creating videos, presentations, audio recordings, written essays, art, images, or music requires thoughtful planning and the use of executive functions. Technology opens up the world to students and, with guidance from teachers, prepares students for college and careers.

Example: Children with language barriers may opt to express their knowledge through a written text, an oral or visual presentation, or a group assignment/project.

Using technology to enhance engagement

Fostering student and teacher connections is essential for developing social relationships and moving lessons forward, and technology is natural for enhancing engagement. During the pandemic, with online instruction, technology was indispensable. Lessons and materials were distributed digitally, and human interactions occurred through a computer. Classrooms are up and running again, and technology still provides us a means to communicate.

Example: Teachers can run polls via computer and instantly gain feedback on classroom task design. Teachers can communicate instructions audibly or visually. Students and teachers can share socially or give or receive feedback on classwork. Certain technology allows teachers and students to annotate lessons or respond to assignments.

We’re on the other side of the pandemic, and technology use in the classroom is stronger than ever. Enhance your classroom learning environment and re-engage students with various opportunities and multiple means of engagement using technology inspired by UDL.

Related:
How to create inclusive learning environments with UDL
How to focus on classroom accessibility

When I conduct training for school employees, I like to start my presentations speaking in a “normal” voice. About halfway in, I turn on the instructional audio solution that is set up in the room.

I love the “wow factor” as teachers hear firsthand what a difference instructional audio makes. This reveal proves the technology’s effectiveness as they all understand how a similar setup could help in their classrooms.

Most teachers, principals, and paraprofessionals instinctively know that instructional audio helps amplify their voices, allowing their instruction and directions to reach every student, but instructional audio offers much more than that.

Here are three key reasons why instructional audio is crucial for today’s classroom.

1. It’s Not Just Amplification

Instructional audio provides even distribution of sound, not just amplification. This means that no matter where students are in the room, they can hear their teacher clearly. Often, teachers boast of their “teacher voice,” but speaking louder doesn’t always mean clearer. For certain words, such as ones that include an F or TH sound, speaking louder can have the opposite effect, making these words harder for students to understand.

There is a benefit for teachers, too. Teachers who speak loudly to be heard report being more tired and that can lead to more teacher absenteeism, according to one study. Teacher absences are not only costly for schools, but also disrupt students’ learning.

2. All Students Benefit

Instructional audio is proven to offer benefits not only to students who are hard of hearing. Decades of research, including the federal Mainstream Amplification Resource Room Study, known as the MARRS Project, prove that instructional audio helps those with learning differences, those in the back of the classroom and non-native English speakers.

Related:
How I build relationships with students using instructional audio
Can audiobooks be the great equalizer for students with learning differences?

For example, for younger students learning to read, hearing specific sounds and words is vital. While learning to read, students are hearing and learning definitions, pronunciations and more, often for the first time. Instructional audio ensures clear communication between those younger students and their teachers.

Instructional audio also increases collaboration and communication between older students and teachers.  Whether students are in the back of the classroom or have a naturally quiet voice, instructional audio makes sure students are heard, encouraging authentic discussion and conversation in the classroom.

3. The Classroom Structure has Changed

Think about the changes that occurred within your classroom in the last five years. As an experienced audiologist who has worked with several schools, I have noticed that today’s classroom has shifted with less of a teacher standing at the front of a room lecturing to more collaborative, small-group instruction. While I believe this change benefits students, it also raises the needs for instructional audio solutions, as groups often work in different parts of a classroom or even in hallways. With instructional audio, a teacher can be working with one group of students, while listening to other groups around the room. Using instructional audio, the teacher not only can guide and reinforce and redirect when needed, they gain real-time insights into how students are learning.

Learning spaces without instructional audio rarely provide the adequate environment for intelligibility despite students spending an average of three-quarters of class time listening. Often, when groups of students are working in different corners of a room, it can be as hard for students to hear as it is for you in a crowded restaurant. There is too much ambient noise present for any student, even those with no hearing challenges, to not strain to clearly understand their teacher or each other. Inevitably, this leads to a loss in concentration, less effective instruction and can even ignite behavior problems.

After a long stint in Albuquerque Public Schools, I moved to the smaller Rio Rancho Public Schools in New Mexico. At Rio Rancho, we recognize the link between our use of Lightspeed’s instructional audio solutions and students’ academic gains. In fact, the MARRS Project showed that for K–6 students, there was a 43 percent reduction in special education referrals for students learning in amplified classrooms.

As an audiologist who has a passion for making education more accessible, I hope that not only more schools and districts see the benefit of instructional audio, but that more teachers use instructional audio to their advantage. I think by recognizing instructional audio’s evolving role and uses in the classroom, teachers will find more engaged students, less disruptive behavior and more energy for themselves at the end of each school day.

What are inclusive learning environments, anyway? Putting a definition on this complex concept is deceptively tricky. Environments aren’t just spaces that we exist in; they also encompass the culture in that space. Here’s how I define it:

An inclusive environment is a place where I can see myself, where I’m represented as a human being—and as a learner. It’s a space that feels as if it were designed specifically for me, where I know my voice will be heard and respected.

The pandemic exacerbated inequities in education, but it also put a spotlight on them. Instead of returning to the “normal,” pre-pandemic version of school, I propose that school, district, and classroom leaders take this opportunity to shape a new system—one that’s effective for every student.

To create inclusive learning environments, educators can leverage the principles of Universal Design for Learning (UDL).

What is Universal Design for Learning?

UDL is not another program that teachers have to shoehorn into their already-crammed day–rather, it is a process and framework to help educators ensure they are reaching all learners.  Think of UDL as an operating system, of sorts, for your classroom, school, or district. The goal of this system is deceptively simple: make education work for as many students as possible.

Applying UDL in the classroom

To effectively use the UDL framework, educators musttake time to self-reflect, consider what barriers exist, and what changes can be made to remove them.

This can be as simple as letting students choose from a variety of formats for lessons and assignments so that each can learn new content and show what they know in optimal ways. For example, learners could have the option to write an essay or choose to present it orally. Students could decide whether they’d like to read that day’s material from the textbook, or view a video summarizing the content.

A more thorough example of applying UDL in the classroom comes from a group of first-grade teachers. When the teachers needed to create a new writing lesson, they used journey mapping to put themselves in their students’ shoes and brainstorm ways to make it inclusive and relevant for every learner.

After outlining every part of the lesson on sticky notes, the teachers identified potential barriers and adjusted their learning methods and materials as needed. Later, when the teachers taught the lesson, they agreed it was the most successful one they had ever presented.

Alleviating “initiative fatigue”

It’s important to note that UDL is a process and mindset, not an off-the-shelf program or initiative—a way of thinking about lesson design rather than a “to-do” list.  

Even before the pandemic, educators were dealing with initiative fatigue—adding “one more program” or implementing “one more platform”—without considering how it would impact staff and students.    

UDL isn’t one more thing. It’s an iterative process of “plan, try, reflect”:

• Plan as intentionally as you can, with the variability of students (and staff) in mind
• Try it out
• Reflect on what worked, what didn’t, and what could be done differently next time

The beauty of this process is that it’s flexible. The UDL framework can help teachers shape inclusive learning environments, support K-12 leaders in implementing a new program, or even help guide a professional learning opportunity.

One step at a time

Just remember, while the first-grade lesson mentioned earlier was a success, teachers can learn a lot from those that don’t succeed.  My advice: don’t let the idea of perfection get in way of trying something new. Involve students in the process, welcome their opinions and celebrate their differences—that’s how you create a learning environment that is truly inclusive.

The interruption of in-person learning environments due to COVID-19 impacted everyone, but it particularly challenged those with specific learning needs.

In fact, equity became one of the top issues as the pandemic spread across the globe. Educators in every building acknowledged the continuing need to create more equitable education environments.

Students deserve the resources and support they need to fully engage in learning, and when you design for inclusion, everyone benefits.

Do you need to evaluate your district’s classroom accessibility? Check out this eSchool News webinar to learn how to develop and enable a more inclusively and accessibly designed classroom that provides each student the tools and supports they need – from built-in technology tools to making open education resources more accessible.

Every two or three years, state and federal laws regarding accessibility in education change. However, the goal is always the same: making sure that every student, at every level (classroom, building, district), has access to the resources they need to meet their learning goals.

During the edWebinar “Accessibility for All: Creating an Equitable Learning Ecosystem,” the presenters discussed the lessons they’ve learned, especially regarding technology as an instrument for accessibility.

7 key roles tech plays in accessibility

1. While there is no substitute to having an attorney or special education director focused on special education legislation, there are additional services that can keep the flow of information coming. The presenters rely on state associations for updates, but they also use legislative news services to get updates.

Related content: 5 steps to ensure accessibility

2. Apps and software are a boon for special needs students, but teachers shouldn’t download whatever they feel like. In addition to keeping student privacy and school budgets in mind, teachers also need to make sure that the tools work in the school’s technology environment. All software—and hardware—should be vetted by a team of faculty and IT staff.

3. Similarly, when vetting tech tools, the contracts should include the district’s accessibility requirements. Any upgrades should maintain, if not increase, a resource’s support for accessibility.

4. Websites can be fantastic tools for providing equitable access to educational information as long as they are coded properly. Teachers should consult with the IT staff to ensure that screen readers and other assistive tech can give students with special needs the same learning experience as their peers.

5. And while teachers may embrace using technology, they won’t necessarily understand how to use it effectively. Online training is useful to get staff up to speed on current legislation and trends, but face-to-face meetings, like working with a technology coach, are imperative to ensuring each student’s needs are met.

7. As with any technology, staff must conduct frequent audits and determine if the technology is doing what it promised to do. Many schools are drawn to the bright and shiny tool, but they need to drill down and see if there are results.

8. Finally, staff should talk with parents and students to get their perspectives as well. Ask them which tool is the most helpful and why, and if they are using anything at home that has the potential to assist them in school.

The key lesson all of the presenters learned is that technology related to accessibility benefits the entire school community. “This is really for all learners—adults as well as students—not just for those students with disabilities,” says Dr. Carol Kelley, Superintendent of Oak Park Elementary District 97 (IL). “When you’re providing the tools to help students access information or to be able to engage with information in different ways, it’s really helping everyone.”

About the presenters

Dr. Doug Brubaker serves as Superintendent of Fort Smith Public Schools, AR. Over a career spanning 24 years, he has served in a variety of leadership roles in school districts ranging in size from 7,000 to 60,000 students. As Superintendent of Fort Smith Public Schools, Dr. Brubaker launched the district’s Vision 2023 strategic planning initiative and worked with students, parents, educators, members of the community, and the FSPS Board of Education to identify, prioritize, and begin to address the district’s greatest needs. In May 2018, in part due to broad-based support for Vision 2023 goals, the district passed its first millage referendum in over 30 years. A dedicated funding stream for technology replacement has been a key accomplishment. Dr. Brubaker and his wife, Heather, have a daughter who attends school in the district. Dr. Brubaker has CoSN CETL certification and a Ph.D. in educational computing from the University of North Texas.

Dr. Carol L. Kelley is superintendent of Oak Park Elementary School District 97, a PreK–8 public school system in Oak Park, IL, with 6,150 students. Dr. Kelley is deeply committed to addressing historical disparities in school systems and realizing a compelling vision of educational equity for every student. A sought-after speaker and thought leader, she has been widely recognized for her professional work and contribution to education. Before joining District 97, Dr. Kelley spent three years as Superintendent of Schools for the Branchburg Township School District in New Jersey. Previously, she was Director for Curriculum and Instruction for Hunterdon Central Regional High School in New Jersey. Earlier, she served as a building administrator and elementary teacher, also in New Jersey.

Randall Squier is currently the superintendent of schools for Coxsackie-Athens Central Schools, NY, which are located 20 miles south of Albany on the Hudson River. Randy is in his eighth year at Coxsackie-Athens Central Schools and 14th as a superintendent, previously serving Oxford Central Schools for six years. He has presented regionally, statewide and nationally on topics that have a foundation in professional learning communities and innovative schools. Coxsackie-Athens Central Schools is currently ranked first in the nation by the National School Boards Association for its digital conversion that includes providing a mobile device for every student in K-12 as well as shifting most back-office storage functions to the cloud. For the last seven years, Coxsackie-Athens’ graduation rate is 16% higher than the previous eight years. The district was one of three schools recognized nationally by ISTE for its digital badge program. Randy was a Tech & Learning Magazine runner-up for 2017 digital leaders.

About the host

Ann McMullan is Project Director for CoSN’s Empowered Superintendents Initiative. Ann served as Executive Director, Educational Technology in the Klein Independent School District, near Houston, Texas until September 2013, when she and her family moved to Los Angeles, California. For 16 years Ann led the district team that provided professional development on technology and 21st century instructional strategies to 4,000 professional educators serving 50,000 students. Ann served as co-chair of Texas Education Technology Advisory Committee which developed the Texas Long Range Plan for Technology, 2006-2020. Today, Ann is based in Los Angeles working as a public speaker, writer, and education consultant focused on leadership and planning to meet the needs of today’s students. Ann serves on the Project Tomorrow advisory council and is a leadership consultant with Executive Service Corps of Southern California, serving non-profit associations. Ann co-authored Life Lessons in Leadership, a guide for leaders ages eight to 88.

Join the community

Super-Connected is a free professional learning community on edWeb.net for school superintendents, district leadership, and aspiring district leaders.

This edWeb broadcast was co-hosted by CoSN and edWeb.net and sponsored by ClassLink. The recording of the edWebinar can be viewed by anyone here.

Applicable to every student in every classroom, the Universal Design for Learning (UDL) principles of offering multiple means of representation, action and expression, and engagement help teachers leverage every child’s strengths while supporting a very personalized learning path based on student choice. When your LMS supports UDL, students reap the benefits.

Unlike pedagogies that attempt to teach to a broader group of students with a broad brush, UDL encompasses a wide swath of learning content—lectures, lessons, videos, audio recordings, group projects, individual projects, etc.—to help the modern-day student reach his or her fullest potential.

Related content: 5 ways to leverage UDL for student inclusivity

As we’ve all come to learn, managing digital content along with making it available to the people who need it isn’t easy. Enabling access for students and parents is equally as challenging, as is providing ongoing professional development for teachers who are using UDL every day in their K-12 classrooms.

5 ways our LMS supports UDL

When we kicked off a new initiative focused on student-centered learning, our district started looking for an all-in-one learning management system (LMS) that would serve as a staging area for our UDL and project-based teaching models. Not only would it give teachers and students the freedom to select their preferred tools, but it would also integrate with Google, keep everything in a centralized place, and enable high-quality professional development for teachers.

After a comprehensive review, we narrowed the field down and opted for itslearning because it offered strong support for UDL. Today, we have 98 percent usage across our K-12 district, which is 1:1 for grades one through 12 (kindergarten is 3:1). Here are five ways our LMS supports UDL and project-based teaching while transforming the learning process:

1. Gives teachers and students freedom, voice, and choice. Choice is at the heart of UDL, a framework that recommends flexibility and an option-rich curriculum that offers learners multiple means of engagement, multiple representations of content, and multiple means of action and expression. We don’t evaluate based on how much technology a teacher is using, and we don’t push out all the curriculum to our teachers saying, “You have to teach this on this day.” Teachers have a lot of freedom about how they address curriculum and how they reach their goals. Our LMS also goes hand-in-hand with our 1:1 initiative, which we use in grades one through 12.

2. Integrates with Google. This is a tremendous win for us. Our robust LMS just links the tools together, so there’s a lot less work on the teachers’ end now in terms of organizing or collecting learning content. They don’t have to teach the students how to share Google assets because they already know how to do it. This helps to break down some of the barriers in terms of access to assignments and documents. It’s always good to be able to give students the freedom to use tools like Google, which they’re comfortable with, instead of saying, “you have to use this tool in order to make this specific design and turn in the assignment.”

Related content: So you think you understand UDL?

3. Helps teachers break the “strict curriculum” mold. As a former AP biology teacher, one of the biggest challenges I dealt with was having to follow a strict curriculum. We just didn’t have a lot of time to teach in the first place, and then we had to give rigid tests at the end of the course. There just wasn’t much flexibility. A lot of teachers deal with this issue, and getting them to utilize technology tools and to understand that students can learn from videos, by doing projects, and from reading, has definitely presented a learning curve at our district. As a former teacher, for example, I found that homework was a good starting point for this transformation. I would always give them a study guide that went along with the text and the unit, and let students make a video, create doodle diagrams of a chapter, or write an essay—all of which can be uploaded to, managed by, and stored in a centralized LMS that integrates with Google.

4. Provides a wide array of quality academic resources. We currently have over 3 million pieces in our library of curriculum, plus various curriculum assets that teachers can use by signing into our LMS (which is accessible 24/7). Using these quality academic resources, students are free to express themselves in what they know, versus what we “think” they know. It also opens up an entirely new world for teachers, who can use video, audio, Google, and myriad other free tools to create content. Instructors can then store the content in a single location that’s accessible to students, parents, or anyone else who needs it.

5. Serves as our professional development hub. Because UDL isn’t taught in every preservice undergraduate methods course, we do quite a bit of professional development for teachers, all of which is managed in our LMS—which is basically our professional development hub. We have coaches or “UDL facilitators” in our buildings, conducting weeklong UDL institutes over the summer. We also offer new teacher academies throughout the year which are quarterly check-ins with teachers to make sure the UDL model isn’t too overwhelming for them. Today, roughly one-third of our new teacher orientation is focused on what UDL is and what it means. All staff have individualized professional development through the LMS platform to meet the needs of their busy schedules. Because all of this content is in our hub, it’s consistent across the district no matter where you’re at. Everybody knows how to use it, and everybody’s expected to be in it.