Author:
Inclusive Classroom: A UDL Story
Universal Design for Learning (UDL) is a framework that ensures all learners have equal opportunities to succeed by providing multiple means of engagement, representation, and expression (Meyer, Rose, & Gordon, 2014). Inclusion, on the other hand, is “a culture in which all learners feel welcome, valued, and safe, and it requires intentional and deliberate strategies” (Hogan & Sathy, 2022, p. 5). However, coming from Nigeria where, true inclusion remains a challenge due to systemic barriers, due to challenges such as inadequate infrastructure, limited resources, insufficient teacher training, lack of parent and community involvement, and the time-consuming nature of inclusive practices.
It was so sympathetic that my cousin, Emeka, had always been a bright and determined child. From a young age, he dreamed of becoming an engineer, sketching designs of buildings and machines in his notebook. However, his dream was shattered when he was denied admission to a secondary school simply because he used a wheelchair.
When my father took Emeka to the school for enrollment, the principal looked at him and told my father that the school did not have the facilities to accommodate students with special needs. He complained that the classrooms are upstairs, and there are no ramps or elevators. My father left with my cousin, disappointed. In many Nigerian schools, accessibility was an afterthought, and children with disabilities were often denied their right to education. The idea of inclusive education remained more of a concept than a practice, as schools lacked infrastructure, trained teachers, and policies to support students like my cousin, Emeka.
But when I came to Canada to pursue my MEd, I experienced a system where UDL is actively practiced. Here, education is intentionally structured to be inclusive from the start every student, regardless of their abilities or backgrounds, has the tools and support needed to succeed. Learning became more engaging, interactive, and accessible, reinforcing my belief that inclusion is not just possible but essential for meaningful education.
Florian and Black-Hawkins (2011) emphasize that true inclusion requires removing barriers rather than merely accommodating differences. Similarly, Meyer, Rose, and Gordon (2014) highlight that UDL provides a flexible framework that supports diverse learning needs. My cousin’s experience has shown me that inclusive education is not just about physical access, it is about creating an environment where every student has the opportunity to succeed.
Emeka’s story is a reminder that education should not be a privilege but a right for every child. Through my studies, I have come to understand that true inclusion requires both structural changes and a shift in mindset. As I continue my journey, I am committed to advocating for an education system that ensures no child is left behind.
Upon completing my MEd program, I will promote UDL in Nigeria by following its three core principles: the WHY, WHAT, and HOW of learning which is in line with Meyer, Rose, and Gordon (2014) which states that UDL provides a flexible framework that accommodates diverse learning needs by offering multiple means of engagement, representation, and expression. I will ensure multiple means of representation by offering diverse formats for content delivery, enhance engagement through relevant and motivating activities, and support expression by allowing students to demonstrate their learning in various ways. My approach to teaching will incorporate clear instructions, interactive elements, and scaffolded support to maximize participation. Additionally, assessment methods will be varied and inclusive, ensuring that success is not dependent on a single format.
REFERENCES
Sathy, V., & Hogan, K. A. (2022). Inclusive teaching: Strategies for promoting equity in the college classroom. West Virginia University
Press.https://www.researchgate.net/publication/384997789_Inclusive_Ednucation_Practices_in_Nigeria_Challenges_Successes_and_Strategies_for_Improvement
Your reflection on inclusive education in Nigeria presents a compelling contrast between the challenges faced by students with disabilities and the opportunities offered by Universal Design for Learning (UDL). The personal narrative of your cousin Emeka powerfully illustrates the systemic barriers in Nigerian schools, such as inadequate infrastructure and lack of trained educators. By comparing Nigeria’s educational shortcomings with Canada’s inclusive approach, you effectively highlight the urgent need for reform. In addition, your commitment to promoting UDL in Nigeria, emphasizing engagement, representation, and expression, is commendable. However, while you outline structural changes, more emphasis on policy advocacy and community involvement could strengthen your argument. Overall, your piece is insightful and persuasive, reinforcing the necessity of intentional strategies to ensure that inclusive education becomes a reality in Nigeria.
Thank you for that but I mentioned what should be put in place to make inclusion work effectively, in addition implementing National Inclusive Education Policies to establish clear guidelines for UDL adoption in schools would be encouraged. Also, Increased Government Funding for Inclusive Education is necessary to provide assistive technology, accessible infrastructure, and learning resources for diverse learners. And ensure mandatory teacher training on Inclusive practices to ensure educators are equipped to implement UDL effectively and reduce barriers to learning. Additionally, Community and Stakeholder Involvement would promote awareness and collaboration, making inclusion a shared responsibility. Finally, Legal Enforcement of Inclusion in Schools would hold institutions accountable, ensuring that every student, regardless of ability, has equal access to quality education.
Dear Chinyere,
Firstly, I hope you could know that Emeka’s story deeply moved me and reminded me of the barriers many children with disabilities face in China as well. At the beginning of our course, I said that I want to spend my whole life to protect disabled people. One of the reasons for this is that I have seen how hard it is for people with disabilities to survive in nowadays society. Next, I really admire your plan to bring UDL to Nigeria, and it inspires me to think about how I can also promote inclusive practices in China. I am steadfast in my support that education should empower every learner, regardless of ability or background.
Best,
Your story moved me too; how access to education for all does not yet exist in Nigeria. This is a complex problem that requires change on many levels. I hope education becomes more inclusive world-wide as we learn more about how diverse learners thrive in an inclusive environment.