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UDL- Week 5

     The article "Professional Development with Universal Design for Learning: Supporting Teachers as Learners to Increase the Implementation of UDL" by Stephanie L. Craig, Sean J. Smith, and Bruce B. Frey (2022) discusses the results of how professional development, focused on the implementation of UDL, has a positive effect on the teacher and the teacher’s students. UDL is an educational framework aimed at improving teaching and implementing accommodations for the learning process of all students. The article discusses how there are increasing numbers of ESL students and SPED students (or IEP students) resulting in teachers having to teach many different “types” of students in one class. Having professional development available to teach different ways to accommodate these students, or adapt their lesson plans to fit specific needs increases the teacher’s ability to reach each student. “The consensus among researchers offers that seven critical elements need to be present for effective PD to take place. Essential elements for teachers to gain the most effective learning through PD include (a) content-focused training, (b) the incorporation of active learning, (c) collaboration in job-embedded context, (d) models and modelling of effective practices, (e) ongoing supports using coaching, (f) opportunities for feedback and reflection and (g) sustained duration” (Craig, Smith, & Frey, 2022, p. 24)- in summary, provides that teachers need training, on-going coaching and application opportunities.

    Researchers’ conducted a study that involved teachers who attended the 5-day professional development and teachers who did not and how well they implemented UDL strategies. Part of the PD session was to work with other teachers to design learning environments that align with the UDL framework. Results showed attendees improved their level of planning, class and educational plan goals, were better able to address barriers for all learners in their classrooms and that both groups (attendees and non-attendees) showed improvement in providing additional choices for their students. Overall, those that attended scored higher for implementing UDL framework in their classroom than those who did not attend.

    The activity of researching and creating an African Tribal Mask aligns with UDL principles by offering multiple means of engagement (student choice and creativity), representation (using visuals, research tools), and expression (drawing, writing).

    Two strategies that could be implemented into my African Mask lesson are: Optimize choice and autonomy (Guideline 7.1), and Use multiple tools for construction, composition, and creativity (Consideration 5.2). This gives students choice in which tribe to research and how to share their learning—through writing, audio, or video; however, in my lesson they will be writing in a Google Doc. Students can use different tools to create their masks, like art supplies or digital platforms.

    2024 NETP encourages giving students choice and autonomy in how they access materials or demonstrate understanding; this aligns with UDL strategies like using various digital tools, interactive media, and personalized supports. All of which helps to create a more effective and inclusive digital learning environment, and ensures that technology enhances instead of hinders the educational experience.

References

Craig, S. L., Smith, S. J., & Frey, B. B. (2022). Professional development with universal design for learning: Supporting teachers as learners to increase the implementation of UDL. Professional Development in Education, 48(1), 22–37. https://doi.org/10.1080/19415257.2019.1685563

CAST. (n.d.). UDL guidelines. CAST. Retrieved June 16, 2025, from https://udlguidelines.cast.org/

U.S. Department of Education, Office of Educational Technology. (2024, January). A call to action for closing the digital access, design, and use divides: 2024 National Educational Technology Plan. https://tech.ed.gov

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