Module 6 Overview | The Importance of Meaningful Inclusion for Students with IDD | Universal Design for Learning and Differentiated Instruction | Transition Planning and CTE Courses | Assessment and Evaluation of Inclusionary Practices | Promotion of Independence | Case Studies and Examples of Effective Inclusionary Practices | Module 6 Summary

Universal Design for Learning (UDL) is a proactive framework that provides a flexible learning environment to accommodate diverse learners by offering multiple means of engagement and expression.

Differentiated Instruction (DI) is a reactive tool that ensures access to the curriculum for all students by adjusting to meet individual needs.

When planning an inclusive environment, UDL and DI complement each other.

Comparing UDL and DI
	Universal Design for Learning (UDL)	Differentiated Instruction (DI)
Definition	Framework for designing inclusive educational settings in which all learners have access to learning.	A teaching method that varies instruction based on the needs of individuals.
Goal	To create an inclusive learning environment by designing flexible lessons and materials that benefit all students.	To adjust teaching to tailor to individual student differences.
Role of Staff	Special Education and General Education teachers collaborate to design flexible goals and assessments with choices for students.	Special education teachers often consult with general education teachers to adapt lessons to accommodate diverse learners.
Approach	Includes multiple access points to the curriculum to provide options for all types of learners. Ensures the curriculum is accessible to all students from the beginning.	Modifies content and approach to respond to students’ needs as they arise. Adapts lessons for specific students who need additional challenge or support.

Planning Curriculum

An interdisciplinary team approach is best practice when planning a curriculum that includes students with Intellectual and Developmental Disabilities (IDD). Collaboration between General Education (GE) teachers, Special Education (SE) teachers, Speech-Language Pathologists (SLPs), and Occupational Therapists (OTs) ensures a well-rounded educational experience.

Creating a dedicated time for these professionals to meet and collaborate weekly is ideal. During the meetings SE staff can consult with GE teachers on students’ IEP goals, how to adapt the curriculum to meet individual student needs, and ensure necessary modifications and accommodations are provided.

Strategies when Co-Teaching isn't in Place

Module 4 of this training stated that co-teaching can be highly effective in supporting students with intellectual disabilities, but it is not always feasible in every classroom setting. When co-teaching is not possible, several strategies can be employed to ensure students with IDD receive the support they need.

The SE teacher can serve as a consultant, providing guidance and expertise to GE teachers on how to adapt lessons and accommodate individual student needs. Specifically, SE staff can collaborate with GE teachers to implement UDL and DI practices in classrooms.
Paraprofessionals play a crucial role in supporting students within the GE classroom, offering additional assistance and ensuring that accommodations and modifications are effectively implemented.
Peer model programs, where peers act as coaches and offer support, can be highly effective in promoting inclusion and providing social and academic support.
Additionally, pre-teaching key concepts to students helps them grasp essential ideas before they are introduced to the entire class, enhancing their understanding and participation.

By incorporating these strategies, educators can create a more inclusive and supportive learning environment even when co-teaching is not an option.

Multiple Ways to Access the Curriculum

Accommodations and Modifications

The use of a visual schedule and pictures to go along with instructions supports comprehension.
Incorporating hands-on activities can help students understand abstract concepts through tactile and experiential learning.
Offering reading materials at various levels ensures that all students can engage with the content, regardless of their literacy skills. There are a variety of online AI tools that can quickly aid teachers in diversifying reading levels.

Offering Choice in How Students Demonstrate their Knowledge

Offering choice is a key concept in UDL that allows students to showcase their strengths and receive feedback in meaningful ways.
Rather than giving all students a traditional test or essay to write, teachers might also assess learning through other methods such as oral presentations, art projects, or a portfolio of completed work.
Multiple assessment methods can provide a more comprehensive picture of student growth and learning.

Example: Offering Choice in a Culinary Arts Class

Assessment Area: Demonstrating proficiency in cooking techniques and recipe development.
Standard Approach: Students are required to prepare a specific dish and write a detailed essay on the cooking techniques used.

**Alternative assessments for a culinary arts project**
Alternative Assessment Methods	Description	Possible Modifications
Oral Presentation	Students give a presentation explaining their cooking process, the techniques they used, and the rationale behind their ingredient choices.	Provide a structured outline or fill in the blank outline with options including words and pictures. Allow students to record the presentation and turn it in or give the presentation individually to the teacher. Students with assistive technologies can use them to aid delivering their presentation.
Hands-On Project	Students create a recipe book demonstrating their cooking techniques.	Offer templates and/or sentence starters.
Portfolio	Students compile a portfolio that includes photos and descriptions of several dishes they have prepared throughout the course, along with reflections on their cooking techniques and growth.	Provide portfolio template pages and allow the student to use pictures or voice recordings to supplement.

Assistive Technology (AT)

Many students with IDD have Assistive Technology (AT) included in their Individualized Education Programs (IEPs) to support their access to the curriculum. AT includes any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability (34 C.F.R. § 300.5).

Common AT Tools:

Audiobooks provide audio recordings of books for students to listen to.
Augmentative and Alternative Communication (AAC) Devices, such as speech-generating devices, help students with significant speech impairments to communicate.
Communication Boards support students with speech and language difficulties by providing pictures, symbols, or words that they can point to so they can communicate their thoughts and needs.
Magnification Devices help students with low vision by enlarging text and images.
Screen Readers are especially useful for students with visual impairments, as they read out the content displayed on the screen and how to navigate the page, making digital information accessible.
Speech-to-Text Writing Software assists students who have difficulty with writing by converting spoken language into written text.
Switch-Activated Devices are designed for students with mobility difficulties and allow them to interact with computers and other assistive technology devices using switches that can be operated with different parts of the body.
Text-to-Speech Readers convert written text into spoken words, allowing students to access written content more easily.

By integrating these technologies into their teaching strategies, educators can create an inclusive learning environment that accommodates the diverse needs of all students. SLPs and OTs are most often the experts on assistive technology devices. Additional guidance can be found in the U.S. Department of Education’s Myths and Facts Surrounding Assistive Technology Devices and Services (2024).

Strategies for Promoting Meaningful Inclusion

Creating an inclusive learning environment where all students feel valued and supported requires a comprehensive approach. Meaningful inclusion is about ensuring that every student has the opportunity to participate fully in the educational experience, both academically and socially. Here are some key strategies to promote meaningful inclusion in schools and classrooms:

Classroom Layout: Arrange desks and learning spaces to allow for easy movement for students using wheelchairs or other mobility aids. Ensure all materials can be accessed by all students.
Inclusive Activities: Encourage students with IDD to participate in extracurricular activities, clubs, and sports to promote social integration.
Stop Ableism: To create a truly inclusive environment, it is essential to actively combat ableism – the discrimination against people with disabilities. This involves providing training for students and staff on disability awareness and the importance of inclusion, enforcing policies against bullying and discrimination, and increasing representation of people with disabilities in school materials and on staff.
Professional Development: Ongoing training for teachers and staff on inclusive teaching strategies including UDL and DI.
Engage Families: Encourage families of students with IDD to participate in school events, meetings, and to take leadership roles in family organizations.

Next – Transition Planning and CTE Courses

Comparing UDL and DI