Leveraging the UDL Framework to Plan Grade-Aligned Mathematics in Inclusive Settings. Issue 1 (February 2022)

• Record Type: Journal Article
• Authors: Root, Jenny R.; Jimenez, Bree; Saunders, Alicia
• Is Part Of: Inclusive practices. Volume 1:Issue 1(2021)
• Page Start: 13
• Page End: 22
• Publication Date: 2022-02
• Subjects: inclusive education -- mathematics -- Universal Design for Learning -- intellectual disability -- autism spectrum disorders -- access to and progress in the general curriculum; 371.9046
• DOI: 10.1177/2732474521990028
• Languages: English
• ISSNs: 2732-4745

Abstract

Universal Design for Learning (UDL) is a framework that can be applied when planning inclusive mathematics to benefit all students in a classroom, including students with extensive support needs. This article provides a step-by-step process for using the UDL framework to plan instruction, meeting the needs of all learners. Strategies such as collaboration, prioritizing learning goals, contextualizing mathematics to make it meaningful to learners, and planning for variability across the three principles of UDL—multiple means of expression, representation, and action and expression—are discussed.