Universal Design for Learning (UDL) and Differentiated Instruction are two evidence-based inclusive classroom practices. UDL involves presenting information and materials in multiple ways to ensure all students can access and understand content. It has three elements: multiple means of representation, action/expression, and engagement. Differentiated Instruction is adapting instruction to meet diverse student needs through content, process, product, and learning environment. It involves varying difficulty, support, grouping, choice, and evaluations. Both aim to accommodate all students and maximize learning.

1. UNIVERSALDESIGNFORLEARNING
AND
DIFFERENTIATEDINSTRUCTION

2. III. EVOLVING INCLUSIVE PRACTICES
• Evolving inclusive practices is the third dimension to Booth and Ainscow's framework for
schools (2002), where administrators must first try to create an inclusive culture among its
stakeholders, then build better, more all-encompassing policies.
• The goal of the first two steps is to ascertain habit forming conditions, which make
procedures that are otherwise unfamiliar feel like second nature to us.
• We want to reach a point where inclusive teaching practices are expected.
• Moreover, the term "evolving" assumes that we already have strategies in place which we
just have to revisit for possible tweaking.
• There are two effective evidence-based inclusive practices that can be used in the classroom
are Universal Design for Learning (UDL) and Differentiated Instruction.

3. 1. Universal Design for Learning
In architecture, universal designs refer to structures that were made in such a way that
they can be used by customers or clients with a wide range of needs (Dukes & Lamar-Dukes
2009 as cited in Salend 2011)
For example: An architect designs a commercial complex where ramps, elevators, escalators,
handrails, wide doorways and sidewalks, and signs embossed in Braille abound. It is a very
user-friendly building. Obviously, the designer imagined that some customers might walk
into the complex in wheelchairs or white canes. The architect does not know if or when it's
going to happen, but he anticipated it and incorporated it into his design anyway.
• UDL refers to the design of instructional materials and activities to make the content
information accessible to all children (Rose & Meyer 2006 as cited in Turnbull et al. 2013).
• Through the provision of delivering content and allowing student to construct learning in
more than one way, UDL ensures that all students learn genuinely.

4. There are THREE elements to UDL:
1. Multiple means of representation
2.Multiple means of action and expression
3. Multiple means of engagement
• In UDL, teachers are supposed to present information and materials in many different ways,
taking into consideration that some students may have not fully absorbed the lesson the
first time it was presented.
• The concept of multiple means of representation is meant to ensure that all students are
able to access and understand learning material.
• After this, teachers allow students to express what they learned in various ways, and finally,
the teacher uses different techniques to reinforce learning at the students' optimal levels.

5. UDL Principles UDL Principles and Inclusive
Practices
Examples of UDL Implementation
And Inclusive Practices
Principle 1: Equitable Use Inclusive practices are designed to
be useful, appealing, and safe for
all students, families, and
professionals to use. Individual
differences and various contexts
are respected.
• Use UDL principles equitably
• Use culturally responsive
teaching strategies and
materials like MTBMLE
(mother tongue based
multilingual education)
Principle 2: Flexible Use Inclusive practices are designed to
accommodate the individual
preferences, abilities, and needs
of all students, families, and
professionals. Flexibility in
providing choices for methods
and pacing are exercised.
• The principles of UDL, which sometimes overlap, are presented below with
examples.
Table 1 UDL Principles Adapted from Salend (2011:17-18)

6. Principle 3: Simple and Intultive Use Inclusive Practices are designed to be
easy for all to use and understand.
• Establish classroom rules and
routines
• Use graphic organizers for
synthesizing material
• Develop scoring rubrics with the
students
Principle 4: Perceptible Information Inclusive practices are designed so
that they communicate valuable
information to all through various
formats.
• Use technological and assistive
devices to support learning,
communicate with parents, or
share information.
Principle 5: Tolerance for Error Inclusive practices are designed to
minimize errors and unintended
consequences by providing
safeguards and warnings to assist all
in using them safely.
• Teach study and learning strategies
• Teach self-regulatory techniques
• Encourage students and foster
their intrinsic motivation
• Offer grading alternatives that are
valid and appropriate

7. Principle 6: Low Physical Effort Inclusive practices are designed to be
used comfortably and efficiently
without much effort from all.
• Chunk activities and give more
breaks
• Teach mindfulness
• Provide additional support as
needed
Principle 7: Size and Space for
Approach and Use
Inclusive practices are designed for
use by all, regardless of their mobility,
physicality, or way of communication.
• Take advantage of seat
arrangements and classroom
furniture (e.g., specialized chairs,
stability balls, use of ambient
music, and appropriate lighting).
• Provide opportunities for outdoor
work
• Allow technology as needed

8. Principle 8: Community of Learners Inclusive practices are designed to
promote social interaction and
communication for all.
• Use project-based learning
• Promote collaborative
activities such as fish bowl
discussions or think-pair-
share
• Establish strong home school
partnerships
• Classroom check-ins and
check-outs
Principle 9: Inclusive Environment Inclusive practices are designed to foster
acceptance and a sense of belongingness
for all.
• Make students aware of and
comfortable with diversity
• Emphasize social roles in the
classroom; (e.g., that we
students are there to teach
each other and learn from
each other.)
• Allow bonding activities
• Do team-building exercises
regularly and integrate
lessons in such activities

9. 2. Differentiated Instructions
• According to Tomlinson (2010), differentiated (or differentiating) instruction is teacher’s
response to students’ varying needs, interests, and learning styles.
• “It refers to a systematic approach to planning curriculum and instruction for academically
diverse learners. It is a way of thinking about the classroom with the dual goals of honoring
each student’s learning needs and maximizing student’s learning capacity.”
• When teachers differentiate instruction, they use a variety of teaching and learning
strategies that are necessary to meet the diverse needs of students in any class (Friend &
Bursuck 2009).

10. Why Differentiate Instruction?
- All learners are unique and have varying interest, talents, strengths as
well as needs.
• To ensure engaged, successful, and flourishing learners, teaching and
learning experiences needs to be designed in a way that provides
opportunities for students to learn and demonstrate their
understanding in varied ways.
• Thus, Differentiating Instruction (DI) helps ensure that learner are
engaged in respectful tasks and provide diverse means of learning the
reflect their strengths and address their needs simultaneously.

11. How is Instruction Differentiated?
- Bender in 2002 (as cited by Gentry et al. 2013) Identified elements of
the curriculum that can be differentiated: (1) content, (2) process, (3)
product and (4) learning environment in response to the students’
characteristics: Interests, readiness, and learning profile. As an overview,
differentiation is achieved by providing materials and tasks:
a.At varied levels of difficulty;
b.With varying levels of instructional support;
c. By using multiple grouping arrangement;
d.That involve student choice; and
e.Use varied evaluation strategies

12. CONTENT PROCESS PRODUCT LEARNING ENVIRONMNET
What is taught?
What is learned?
How is it taught?
How is it learned?
How is it assessed?
How is learning
demonstrated?
How is the classroom
arranged?
•You are suggested to revisit or identify which are non-negotiable and negotiable learning
objectives and tasks. •You are also expected to know your students' interests, readiness level
(based on diagnostic data), and learning styles/profile (strengths and needs).
•Next, you have to identify and plan what and how to differentiate your material.
•The goal is to start small and take simple steps toward differentiating instruction.
Table 2. provides a guide on how to effectively differentiate in the classroom.
Table 2. Differentiation strategies

13. How is the Classroom Managed During Differentiated Learning?
Structure the classroom by establishing routines during differentiated learning activities.
1. Explain to the students the reason for differentiation. Make sure this is understood by all.
2. Use "anchor activities" which students can automatically work on when completing assigned
tasks to maintain a productive work environment and maximize instructional time.
3. Assign roles during small-group activities/instruction to ensure accountability and a positive
learning environment. These are suggested group roles, but older learners and their teachers may
decide on other roles. Learners should have the opportunity to assume each of the roles.
a. Facilitator
b. Recorder
c. Summarizer/Timekeeper
d. Presenter
e. Errand monitor
4.Implement routines for collaborative work.
a. Establish working groups (by interest, by readiness, etc.)
b. Have a plan for "quick finishers"
C. Have a plan for when to ask for help (role of the errand monitor).

14. Anchor Activity Options
(for secondary students)
• Journals or Learning logs
• "Project extensions"
• Independent reading
• Lab work
• Related course readings with questions or extension
activities Test prep or practice test reviews for ACT
or SAT
• Project Interest
• Learning packets
• Independent studies
• Computer skills
• WebQuests or telecollaborative projects
Anchor Activity Options
(for upper elementary / middle school students)
• Work on your book report selection (read quietly until
time is called). If you have already finished your book,
then work on your review (consult the hint book for
guidelines).
• Complete one of the three journal prompts provided.
• Select a Learning Interest packet from the anchor
option file box.
• Select at least one area of test prep practice you believe
you need to review.
• Work on your Orbital or Independent Project.
Table 3: Anchor Activities for Differentiated Instruction

15. Review:
1. What is the difference between mainstreaming
and inclusion? Answer in terms of philosophy,
teaching practices, services available, and
student placement.
2. What is differentiation? How different are
accommodations from modifications? When
should we accommodate and when do we
modify?

16. THANKS FOR LISTENING!
Arjane De Lunas
Eula Nicolle Rosario