One of my most profound learning experiences came through the study of Universal Design for Learning. I realized that it will help me be a more effective and more inclusive teacher in the future. My thinking around how I will plan my lessons and my units in the future has shifted as a result of our class discussions and course reading. The UDL guidelines wrap everything that students need into one area, which is helpful. I like how if it is done correctly, supports like scaffolding, external supports such as checklists and graphic organizers, and more challenging material can all be incorporated into one plan naturally. In one single space, we can account for the differences in all of our students and meet all of their needs. This is a change in my thinking as I always had just thought that we would focus on adapting the lesson to meet the needs of students with disabilities. I now believe that the UDL guidelines make the least restrictive environment and inclusion more possible and an easier transition because the curriculum is guided by the students and their needs.
In one of our course readings, it was urged that the curriculum should be guided around differences and planned around those rather than planning for them after the curriculum is already in place. This is an area where I think I currently struggle because my understanding of inclusion was so off before beginning this class. I have identified this as an area where I really need to develop and grow so that my curriculum is accessible for all of my students rather than just for a few. Universal Design for Learning is the best way to design for inclusion in our classrooms.
Beyond Universal Design, just understanding how students in our classrooms learn best is important so that we can make sure every student has the greatest opportunity for success in our class. Before taking Foundations of Inclusive Practice, I never could have told you what the characteristics of disabilities were or how I would adjust my teaching strategies to best fit individual differences. As a result of my learning, I now have an emerging understanding of how I can help students with ADHD work on their executive functions so that they may meet a goal of being more on task in my class. Furthermore, I now know that if I have a student who has a learning disability, they are really only going to be able to learn the content if I provide them with direct instruction. Additionally, I see the importance of assisting students with autism spectrum disorders with breaking down tasks and help them with their organizational skills.
By making all of these adjustments and being aware of them before I plan my curriculum, I can integrate these pieces into my curriculum from the start. This means I will be more likely to meet the needs of every student. It also means that by including these aspects, students with individual needs are going to be more likely to succeed in my classroom. By finding ways to work in practice in skills around organization, I can assist all students and it would directly address an area where some of my students with disabilities need extra assistance. It means that students with disabilities are singled out less and can be included in classroom activities more often.
I recognize that there is still a lot for me to learn, but I am confident that I have a much better understanding of the importance of inclusion and how crucial it is to know all of our students and know what they need before we design our curriculum. Through practice and experience, I believe that I will be able to meet the needs of all of my students and create a classroom environment that will allow all students to meet their goals, whatever those goals or long term learning outcomes may be.

