Document Type
Article
Publication Date
Spring 2024
Abstract
The purpose of this action research project was to determine what makes implementation of Universal Design for Learning (UDL) effective in the early childhood classroom. Participants were a class of sixteen preschoolers including five students with identified disabilities, one student with a possible disability, and five students who are Dual Language Learners. Qualitative data was collected twice a week to mark and observe strategies being used during large group and small group instruction times. Notes were collected within qualitative data to note how each strategy was implemented and compared with lesson plans. An emergent themes analysis was done on all collected data. Analysis of qualitative data revealed that implementation of UDL is most effective under three conditions. The strategies implemented are selected based upon data, are planned intentionally, and have materials in place. Data analysis determined that when one condition was missing, implementation of UDL strategies was less effective. Limitations and opportunities for future research are discussed.