Abstract
A growing number of students with disabilities are seeking services in inclusive classrooms. Sixty-six percent of students with disabilities spend 80% of their time in general education classes, and 12% of students receiving special education services have autism spectrum disorders (ASD). Teachers face challenges in effectively teaching students with ASD in inclusive classrooms and struggle to create an inclusive education environment meeting the needs of all students. In inclusive classrooms, teachers collaborate to implement inclusive teaching practices to engage students. Inclusive teaching practices improve student engagement in social interaction, academic growth, and positive behaviors in inclusive classrooms. One inclusive practice widely used is the universal design of learning. This chapter highlights the principles of the universal design of learning and its role in effectively teaching students with ASD in inclusive classrooms.
TopIntroduction
Educators might have heard the term Universal Design of Learning (UDL) when undertaking preservice courses, professional training programs, or from their colleagues. The principles of UDL support all other approaches in teaching and learning, such as differentiated learning, student-centered learning, constructivist learning, multisensory teaching, project-based learning, performance-based assessment, cooperative learning, and the theory of multiple intelligence (Crawford, 2008; Westwood, 2016). The UDL framework provides classroom teachers with accessible and engaging lessons to effectively meet the needs of a diverse group of students in the regular classroom, and its implementation may support creating and sustaining a learning environment that meets the needs of students with autism in an inclusive environment (Dalton, 2017). This book chapter focuses on strategies to integrate the principles of the UDL to teach students with autism in regular education settings and the challenges faced by general education teachers to cater to the needs of these children while providing optimal learning environments. This book chapter discusses the historical perspective of teaching students with autism, challenges and barriers for students and teachers in K-12 classrooms, UDL theoretical framework, technological tools, and UDL. Finally, this book chapter emphasizes the need for evidence-based strategies and effective pedagogical practices based on the UDL framework that helps students with autism succeed in regular education classrooms.
In this book chapter, the term “autism” will be used as an abbreviated reference to what others commonly refer to as Autism Spectrum Disorder (ASD) or Autism Spectrum Conditions (ASC). Autism is a neurodevelopmental disorder that encompasses individuals with various abilities and challenges, from those with severe developmental delays and no functional language to individuals with Asperger syndrome, who have at least average or above-average IQ and no history of language delay. The inclusion of students with autism is increasingly becoming common where services are provided in regular education settings. The high prevalence rate of autism coupled with inclusion has seen a rise in students with autism in inclusive classrooms. The World Health Organization (2022) estimates that around 1 in 100 children have autism.
Teachers in 21st-century classrooms often have concerns about successfully teaching students with disabilities in inclusive classrooms. General education teachers may not be well equipped to create learning environments responsive to the needs of students with autism. In addition, teachers are constantly facing challenges of greater accountability for the performance of all students. Meeting the diverse needs of students can become challenging when the learners in K-12 classrooms include students with diverse needs, learning disabilities, intellectual disabilities, autism, attention deficit hyperactive disorders, English as Second Language (ESL), speech and language disorders, or emotional disorder (Metcalf, 2010; Spencer, 2011). The UDL is a valuable framework that provides K-12 classroom teachers with well-planned, engaging, and accessible lessons to effectively meet the needs of our diverse student population (Center for Applied Technology, 2018). The UDL is a set of pedagogical principles developed by the Center for Applied Special Technology (CAST), which helps to create instructional lessons designed to engage learners from different spectrums of ability, providing improved access to the curriculum for all.
Key Terms in this Chapter
Student Engagement: Student engagement refers to the willingness, effort, interest, and commitment to learning when participating in school activities ( Dietrich & Balli, 2014 ).
Inclusive Classroom: An inclusive classroom is “a learning environment where all students feel supported, respected, have a level of supportive energy, and feel a sense of belonging in the classroom regardless of any biases” ( Kunwar & Sapkota, 2022 ).
Students with Disabilities: Students with disabilities refer to those students who receive special education services and have an individualized education plan ( Wu et al., 2021 ).
Autism Spectrum Disorder: Autism, as defined by the Individuals with Disabilities Education Act (IDEA), refers to “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance” ( Barnett, 2022 ).
Inclusive Education: Inclusive education is “ the education of all students in age-appropriate regular classrooms, regardless of the degree or severity of a disability” ( Mejia-Cardenas et al., 2022 ).
Universal Design of Learning: The universal design of learning is a pedagogical approach that supports the teaching and learning process by accommodating the needs of all students in a general education classroom and reducing barriers to learning by designing a curriculum that provides access, meaningful participation, and challenging learning opportunities.
Assistive Technology: Assistive technology can be any software program, piece of equipment, device, or product system used to maintain or improve the functional capabilities of students with disabilities.