Inclusive Culture for Students with IEPs: Discussion Guide

Introduction: The Vision of Inclusion

• Warm-Up Question: When you envision a truly inclusive general education classroom for students with IEPs, what immediately comes to mind? What does it look and feel like?
  
  
  
  

Reflecting on Tier 1 Strategies & UDL

• The Culture of Inclusion Slide Deck highlighted several Tier 1 inclusive strategies (UDL, Differentiated Instruction, PBIS, Collaborative Teaching, Flexible Grouping). We also have the UDL Deep Dive: Universal Design for Learning resource.
  • Considering the principles of UDL (Multiple Means of Representation, Action & Expression, and Engagement), where do you see our general education classrooms currently excelling in UDL implementation? Where are the biggest opportunities for growth?
    
    
    
    
    
    
    
  • Which of these Tier 1 strategies, including UDL, do you feel are currently most effectively implemented in our general education classrooms? What makes them successful?
    
    
    
    
    
    
    
  • Are there any strategies that you believe need more emphasis or support for general education teachers?
    
    
    
    
    
    
    

The Special Education Department's Role in Championing Inclusion & UDL

• Consider the unique expertise and resources within our special education department.
  • What are specific, proactive ways our department can partner with general education teachers and school leaders to implement these Tier 1 inclusive strategies more consistently and effectively across all classrooms, with a particular focus on promoting and supporting UDL principles?
    
    
    
    
    
    
    
    
    
    
    
    
  • How can we best provide ongoing professional learning, consultation, and resource sharing to support general education teachers in creating inclusive environments and effectively applying UDL?
    
    
    
    
    
    
    
    
    
    
    
    
  • What existing structures or initiatives can we leverage or adapt to strengthen our support for inclusion and UDL implementation?
    
    
    
    
    
    
    

Addressing Challenges & Moving Forward

• What are some potential barriers we might face in expanding inclusive practices at the Tier 1 level, especially regarding UDL implementation, and how can we collectively address them?
  
  
  
  
  
  
  
  
  
  
  
  
• Thinking about our discussion today, what is one concrete action item or commitment you, as a department member or school leader, will take this week to advance an inclusive culture and UDL implementation in our schools?
  
  
  
  
  
  
  

UDL Deep Dive: Universal Design for Learning

Universal Design for Learning (UDL) is a framework that guides the design of learning environments to be accessible and engaging for all learners. Instead of retrofitting accommodations for students with disabilities, UDL promotes proactive design that considers the diversity of learners from the outset.

The Three Principles of UDL

UDL is built upon three primary principles, each linked to a specific learning network in the brain:

1. Provide Multiple Means of Representation (The 'What' of Learning):

   • This principle focuses on how we present information to students. Learners differ in the ways they perceive and comprehend information. For example, students with visual impairments may need auditory information, while those with auditory processing difficulties may benefit from visual representations.
   • Strategies: Offer information in various formats (text, audio, video, graphics, hands-on activities), provide vocabulary support, activate background knowledge, highlight patterns and relationships, and use multiple media for presenting concepts.
   • Example: A teacher might use a textbook, a documentary clip, a graphic organizer, and a class discussion to introduce a new historical event.

2. Provide Multiple Means of Action & Expression (The 'How' of Learning):

   • This principle addresses how students can demonstrate what they know. Learners vary in their ability to navigate a learning environment and express their knowledge. Some students may excel at written responses, while others might prefer oral presentations, artistic creations, or physical demonstrations.
   • Strategies: Offer diverse options for responding (written essays, oral reports, multimedia projects, artistic interpretations), provide assistive technologies, vary the demands for physical response, and allow for different levels of support for executive functions (e.g., goal-setting, planning, managing information).
   • Example: After a science experiment, students could write a lab report, present their findings orally, or create a diagram with explanations.

3. Provide Multiple Means of Engagement (The 'Why' of Learning):

   • This principle taps into learners' affective networks, addressing what motivates them to learn. Students have different interests, backgrounds, and self-regulation skills. Some are motivated by novelty, others by challenge, and some by social interaction.
   • Strategies: Provide choices and autonomy, foster collaboration and community, vary levels of challenge and support, make activities relevant and authentic, and offer opportunities for self-assessment and reflection.
   • Example: Students might choose from a list of topics for a research project or work in groups on a community-based learning initiative.

UDL in the General Education Classroom

Implementing UDL in a general education classroom means proactively designing lessons, activities, and assessments that cater to a wide range of learning styles and needs. It reduces the need for individualized modifications later by creating a flexible learning environment from the start. The special education department plays a vital role in supporting general education teachers in understanding and applying these principles, fostering a truly inclusive culture for all students, including those with IEPs.