Supporting your neurodiverse student population with the Universal Design for Learning (UDL) framework

Abstract

This Innovative Practice Work-In-Progress paper describes the application of the Universal Design for Learning framework in ECE courses to support students with a diverse range of strengths and weaknesses, including those who may have “invisible'' disabilities such as attention-deficit hyperactivity disorder (ADHD) or autism spectrum disorder (ASD). Universal design guidelines identify qualities of instruction that take into account the diversity, including physical and neurological diversity, of the student body. This paper provides a summary of the Universal Design for Learning (UDL) guidelines, and examples of their application in ECE courses. The author aims to begin a conversation about the application of UDL principles to ECE courses, and potentially collaborate with other instructors to implement and evaluate UDL in the ECE curriculum.