Universal Design for Learning and Inclusion

Personal Reflection on Universal Design Learning and Inclusion

I’ve always believed learning should be inclusive, but my own experiences have shown me how easy it is to feel left out. Growing up as a twin, I watched my brother excel at math while I struggled. Despite this, I pursued a business course because I felt I was growing and could handle the challenge, especially since business is such a broad field. However, I quickly found myself completely lost in my economics class when calculations came into play. No matter how hard I tried, the teaching style just didn’t work for me. I remember walking into an empty building to cry, overwhelmed by frustration and the weight of paying for a course I couldn’t keep up with.

Ironically, when someone else taught me calculus—a subject much harder than economics—I understood it easily. The difference? The teaching approach. That experience shaped my understanding of inclusion and how deeply it impacts student success.

A similar realization hit me when I was tutoring a student in reading during the pandemic. Since I’m a learner who best from reading, I instinctively used that method. However, my student was disengaged, bored, and frustrated. Concerned about losing my job, I started researching and came across a YouTube video titled ‘What Kind of Learner Are You?’ from Clipboard Classes, which helped me understand the variety of learning styles. Realizing that not everyone learns the same way, I began incorporating visuals, audiobooks, and interactive methods. This shift turned my student’s attitude around, and they became engaged. That was my first real encounter with Universal Design for Learning (UDL)—the idea that learning should be flexible, offering multiple ways to engage, represent, and express understanding (Meyer, Rose, & Gordon, 2014).

According to Nelson (2014), the concept of UDL is based on neuroscience, which argues that each individual learns in a certain way and through different stimuli.

Research supports the importance of multiple instructional approaches. Browder, Wood, Thompson, and Ribuffo (2014) emphasize that effective teaching strategies include systematic instruction and visual supports, which can benefit individuals with intellectual disabilities. My experiences reinforced the importance of these strategies—not just for students with disabilities, but for all learners.

The Role of Compassion in Inclusion

A recent classroom discussion on compassion theory deepened my perspective. My lecturer had us close our eyes and said, “This person is a fellow human being, just like me. Just as I want this person to be strong, I also want myself to be strong.” It was a powerful reminder that inclusion isn’t just about academics—it’s about recognizing shared humanity. If students don’t feel safe or understood, how can they thrive?

That realization strengthened my mindset of considering people more—giving them the same chances I give myself. It made me more committed to fostering emotional safety in my classroom. I’ll normalize mistakes as part of learning, encourage self-reflection, and incorporate small mindfulness exercises like breathing techniques. Checking in with students—not just academically but emotionally—will be a priority.

Implementing Universal Design Learning for an Inclusive Classroom

I want to ensure my classroom is inclusive by implementing UDL strategies. One key approach will be flexible assessments, allowing students to demonstrate understanding through writing, storytelling, presentations, arts, or creative projects. I’ll also provide multiple means of representation, using videos, interactive discussions, and real-world applications to reinforce concepts. For students who struggle with reading-heavy methods, I’ll offer alternatives like audio recordings or graphic organizers.

To support multiple means of engagement, I’ll create an environment where students feel comfortable expressing themselves in different ways—whether through group discussions, one-on-one conversations, or journaling. Additionally, I will incorporate interactive elements like educational games, simulations, and role-playing activities to maintain engagement and cater to various learning preferences. Additionally, providing students with the option to submit assignments in various formats—such as video presentations or audio recordings, which will allow them to express their understanding in ways that suit their strengths.

Challenges and Overcoming Them

While implementing UDL might be challenging due to limited resources and competing demands, I plan to start by gradually incorporating one strategy at a time. For example, I can begin by integrating multimedia tools like educational videos and interactive software before expanding to flexible assessments. Technology will be my ally in overcoming these challenges, as there are numerous free resources and apps that can help engage diverse learners.

Another potential challenge is resistance from colleagues or administrators who are used to traditional teaching methods. To address this, I will document student progress and engagement levels to demonstrate the effectiveness of UDL strategies. Additionally, I will advocate for professional development opportunities focused on inclusive teaching practices.

Conclusion

My struggles in traditional classrooms and my experiences tutoring students with diverse needs have taught me that inclusion is not just about accessibility—it’s about ensuring every student feels seen, valued, and supported. UDL, with its emphasis on flexibility and inclusivity, aligns perfectly with my belief that education should adapt to the learner, not the other way around.

Through UDL, I want to create a dynamic, supportive learning environment where no student ever feels like I once did—lost, frustrated, or alone. Because at the end of the day, education isn’t just about teaching content; it’s about empowering every student to succeed.

Reference 

Rao, K., Smith, S. J., & Lowrey, K. A. (2017). UDL and intellectual disability: What do we know and where do we go? Intellectual and Developmental Disabilities, 55(1), 37–47. https://doi.org/10.1352/1934-9556-55.1.37

Oliveira, A. R. de P., van Munster, M. de A., & Gonçalves, A. G. (2019). Universal Design for Learning and inclusive education: A systematic review in the international literature. Revista Brasileira de Educação Especial, 25(4), 675–690. https://doi.org/10.1590/s1413-65382519000400009