Combining Universal Design for Learning and Self-Regulated Strategy Development to Bolster Writing Instruction

Abstract

Students with disabilities encounter persistent barriers in writing, which manifest within all phases of the writing process. These challenges can involve both higher order processes (e.g., organization, idea development) as well as lower order processes (e.g., legibility, spelling) related to writing. Educators can apply the principles of the universal design for learning (UDL) to lesson design by prioritizing student engagement considerations, promoting increased options for composing writing, and representing key ideas through multiple modalities. To further support struggling writers, teachers can use the self-regulated strategy development (SRSD) instructional approach to equip students with the knowledge, skills, dispositions, and self-regulatory behaviors that skillful writers regularly employ in their writing. By combining UDL and SRSD, educators have the opportunity to both broaden the reach of their writing instruction from the outset, and to optimize individualized supports for all writers in today’s classrooms.

Approaching Explicit Instruction Within a Universal Design for Learning Framework

“…Absent discussion and demonstration of how teachers might simultaneously implement multiple evidence-based approaches to best support students, practitioners risk viewing the collection of instructional HLPs as a list of skills to be practiced in isolation rather than in concert with each other. Although McClesky and colleagues (2019) clearly advocate for the need to combine effective practices, such as HLPs, educators must see examples of how such combinations might be applied in classroom-based scenarios to increase the chances they will incorporate both practices into their teaching (Hashey et al, 2020).…”

“…It does not need to be utilized in isolation and is not incompatible with research-validated methodologies in special education. For example, Hashey et al, (2020) offer specific practice-based means of utilizing self-regulated strategy development within a UDL framework to optimize access to content and, in turn, leverage learning outcomes. Next, we highlight key elements of EI and illustrate how these elements can be enhanced when implemented through a UDL lens.…”

Examining Motivation of First-Year Undergraduate Anatomy Students Through the Lens of Universal Design for Learning (UDL): A Single Institution Study

“…The multiple means of engagement principle of the UDL framework refer to the encouragement and enhancement of motivation among students while cultivating enthusiasm for learning [ 36 ]. There are numerous theories of motivation including attribution theory [ 37 ], social cognitive theory [ 38 ] and self-determination theory [ 39 ] which form the basis of student motivation questionnaires such as the Motivated Strategies for Learning Questionnaire (MSLQ) [ 40 ], used in the current study, to assess the self-reported academic motivation of students, including students in higher education [ 41 ].…”

Universal design for learning in anatomy education of healthcare students: A scoping review

“…Similarly, Snow (2018) demonstrated how to vitalize student assessments by taking inspiration from UDL. It has been reported that UDL allowed students to explore various teaching and learning methods (Katz & Sokal, 2016), and therefore have the opportunity to learn to work in an optimal manner (Hashey et al, 2020). Implementing UDL in a third level public health program demonstrated an increase in learning, student engagement, improved personal development and student experience (Shiely & McCarthy, 2019).…”