Goal 3: Teach with respect for student individual and cultural characteristics.

Diversity is a topic that has become center stage in our country and our schools.

Educators have a tremendous responsibility to be positive role models for students, along with

teaching them how to be inclusive and accepts others who are different or have opposing views.

Children learn by observing how others act and imitating it, (Heaton, 2018). The ​webpage

submitted with this paper is an example how educators can embrace diversity while effectively

reaching the needs of all students, specifically those with disabilities.

Birthed from an idea of universal access and usability, the Universal Design for Learning

is considered the high water mark for education; making education accessible by providing a rich

environment that offers options to meet the needs of diverse learners, (​Smith, King, Williams,

Metcalf, & Myrick, 2017). I​nstead of offering a cookie cutter education with a cookie cutter

curriculum and expecting students to fit into the mold, UDL is about seeing each student for who

they are, with their unique abilities, learning styles, and interests, and designing curriculum and

learning activities with those differences in mind. The goal is student success universally. This

practice is expressed in the UDL webpage, exploring the need for an inclusive educational

environment for all students.

The most recent phase in the development of special education reform is empowering

parents to advocate for their children and be apart of the decision making process with the

teachers and specialists (​Carpenter, 1997)​. While we are headed in the right direction on this

front, there is still much that needs to be improved as teachers learn to partner with parents, and

as parents gain confidence to make their voices heard in the decision making process. Besides
empowering parents, this is also a time of empowering students to direct their own learning by

being a self-directed independent learner. Teachers can do this by developing student autonomy,

which has been shown to increase student engagement and achievement, (​Katz, 2013).

There are numerous barriers to learning that stem from physical, mental, emotional,

social/environmental factors, and more, and these can stand in the way of a student being

successful in the learning environment. A student can have numerous barriers to learning

throughout their education. Students need varying levels of support when and if possible, or

accommodations made to enable a student to reach their academic potential, (​Cook & Rao,

2018)​.​ Examples of barriers to learning were noted in my webpage that is submitted with this

paper. Identifying and removing these barriers to learning is a vital part of helping students

succeed.

The Universal Design for Learning model directly supports the goal of diversity because

the fundamental principle is based on diversity and inclusion. When students with disabilities are

placed in an inclusive setting, they show marked academic improvement when compared to

students with the same level of disability who are placed in a segregated setting, (​Katz, 2013).

Teaching using the UDL model is my goal as an educator. It may not be easy. It will definitely

take practice. It is worth the work. The success of all my students depends upon it.
 References

Carpenter, B. (1997). Empowering parents: the use of the parent as researcher paradigm in early

intervention. ​Journal of Child & Family Studies​, ​6​(4), 391–398. Retrieved from

https://egan.ezproxy.uas.alaska.edu/login?url=http://search.ebscohost.com/login.aspx?direct

=true&db=eft&AN=507606653&login.asp&site=ehost-live

Cook, S. C., & Rao, K. (2018). Systematically Applying UDL to Effective Practices for Students

With Learning Disabilities. ​Learning Disability Quarterly,​ ​41(​ 3), 179–191.

https://doi-org.ezproxy.uas.alaska.edu/10.1177/0731948717749936

Heaton, A. (2018). Kids can show prejudice and teachers can show them another path. ​Issues in

Educational Research​, ​28​(4), 940–952. Retrieved from

https://egan.ezproxy.uas.alaska.edu/login?url=http://search.ebscohost.com/login.aspx?direct

=true&db=eft&AN=133146537&site=ehost-live

Katz, J. (2013). The Three Block Model of Universal Design for Learning (UDL): Engaging

students in inclusive education. ​Canadian Journal of Education​, ​36​(1), 153–194. Retrieved

from

https://egan.ezproxy.uas.alaska.edu/login?url=http://search.ebscohost.com/login.aspx?direct

=true&db=eft&AN=89153743&login.asp&site=ehost-live

Smith Canter, L. L., King, L. H. ., Williams, J. B. ., Metcalf, D., & Myrick Potts, K. R. (2017).

Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools.

Exceptionality Education International​, ​27​(1), 1–16. Retrieved from

https://egan.ezproxy.uas.alaska.edu/login?url=http://search.ebscohost.com/login.aspx

?direct=true&db=eft&AN=122431125&site=ehost-live