Abstract
AbstractThis article illustrates how two teachers, a general educator and a special educator, used an interactive process in planning an interdisciplinary science unit for an inclusive Kindergarten classroom and how they addressed Universal Design for Learning (UDL) components. This planning process included capitalizing on each teacher's knowledge and expertise, layering resources from within their learning community iteratively over time (not a one‐meeting‐and‐done effort), and harnessing the power of multimodal, interdisciplinary learning. This iterative process was key in allowing teachers to evaluate student engagement and layer in UDL components to address evolving students' needs.
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