Written by Hannah Hamid, Inclusion Adviser
Inclusive education is a cornerstone of equitable learning environments, where every student has the opportunity to succeed, regardless of their abilities or needs. Recognising this, we are conducting an action research project to explore the implementation of Universal Design for Learning (UDL) in schools. Our goal is to evaluate how UDL impacts both student outcomes—such as attainment and engagement—and teacher confidence in delivering inclusive education.
Through this research, we aim to achieve:
- Enhanced Student Outcomes: Improved engagement, satisfaction, and attainment across diverse learners.
- Empowered Educators: Increased teacher self-efficacy in meeting the needs of all students.
- Shared Innovation: Insights and strategies that can be scaled across schools to promote inclusion by design.
This work aligns with our broader commitment to developing learning environments that work for all. Participating schools will not only contribute to this critical research but will also showcase their experiences and successes at our upcoming Inclusion Conference.
The UDL Framework for Implementation
To guide this project, we’ve developed a structured UDL framework that supports teachers in planning, delivering, and evaluating inclusive lessons. It emphasises three key UDL principles—Engagement, Representation, and Action and Expression—across three stages of lesson design: Planning, Monitoring, and Evaluating. Here’s what teachers need to consider at each stage:
What Makes This Research Important?
As classrooms become increasingly diverse, the need for inclusive design in education has never been more pressing. This project equips teachers with practical tools and reflective questions to better support their students. By embedding UDL into daily practice, we can create learning environments where every student has the opportunity to thrive.
Additionally, UDL shifts the focus to providing multiple means of engagement, access and action and representation. By embedding choice in lesson design, educators enable students to access learning materials and demonstrate their understanding in ways that suit their needs. This approach reduces the need for differentiated resources, as the emphasis is on designing lessons that are inherently flexible and inclusive.
This benefit extends to whole-school culture and collaboration. Implementing UDL fosters a shared vision of equity and inclusion, it empowers staff to apply inclusion by design.
Sharing the Journey
The participating schools are not just implementing UDL—they’re helping to shape the future of inclusive education. Their journey and findings will culminate in presentations at our Inclusion Conference, where educators will share their insights, challenges, and successes.
