Universal Design for Learning as a Pathway for Accessible Narrative Writing Practices for Diverse Adolescents

Authors

  • Reagan Murnan Wichita State University
  • Heidi Cornell Wichita State University
  • Angela Beeler Wichita State University

DOI:

https://doi.org/10.62704/v8zgz781

Keywords:

accessibility, diverse learners, narrative writing, Universal Design for Learning

Abstract

Equitable learning opportunities are critical for students to meet writing standards. Universal Design for Learning (UDL) is a scientifically based framework for planning and implementing instruction that supports a broad range of diverse learners. In this article, the UDL framework is briefly described, including its principles and guidelines. Vignettes are shared throughout to illustrate how one teacher applied the UDL framework to plan a narrative writing unit for a diverse group of adolescent learners. Adopting the use of the UDL framework during the instructional planning process ensures that instructional practices are centered on student strengths and offer avenues for accessible and equitable learning experiences for all students. This article closes with digital tools that promote 21st century learning and offer a pathway to accessibility.

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Author Biographies

  • Reagan Murnan, Wichita State University

    Reagan Murnan is an Assistant Professor of special education and the co-chair of the high-incidence disabilities program at Wichita State University. Before joining the Intervention Services and Leadership in Education team at WSU, Reagan earned both her bachelor's and master's from George Mason University. Her research interests include special education teacher preparation, writing for students with disabilities, and digital literacy. Reagan is an affiliate member of the ARISE (Achieving Results in Special Education) Research Collaborative, which serves as a link between research and practice for schools and the community. In her free time, Reagan enjoys cheering for DC sports teams and cooking. Reagan Murnan can be reached at reagan.murnan@wichita.edu.

  • Heidi Cornell, Wichita State University

    Heidi Cornell is an Associate Professor of special education and program chair for the MEd in Special Education High Incidence Alternative Certification at Wichita State University.  She is also the founder and director of the ARISE (Achieving Results in Special Education) Research Collaborative, which serves as a link between research and practice for schools and the community. Dr. Cornell seeks to produce scholarly work that advances the practice of professionals serving individuals with disabilities. Her current research interests advancing evidence-based practices, understanding the social and relational contexts for learning, and the role of communication and collaboration in special education. Heidi Cornell can be reached at heidi.cornell@wichita.edu.

  • Angela Beeler, Wichita State University

    Angela Beeler is an Assistant Professor and the Coordinator of the School Psychology Program and Applied Behavior Analysis (ABA) certificate at Wichita State University. Dr. Beeler is a Nationally Certified School Psychologist and co-director of the ARISE (Achieving Results in Special Education) Research Collaborative. Dr. Beeler's research interests include behavioral principles of learning, curriculum development, neurodevelopmental disabilities, and evidence-based diagnostic and treatment services in schools with a particular focus in rural districts. Angela Beeler can be reached at angela.beeler@wichita.edu.

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Published

2024-04-18

Issue

Section

Practitioner Pieces