Leveraging the UDL Framework to Plan Grade-Aligned Mathematics in Inclusive Settings

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.