Featured Project
Universal Design for Learning & Disability-Specific Interventions in the K-12 Setting
This professional development course for K-12 educators is designed to bridge the gap between students’ diverse needs and teachers’ knowledge of how to address them, based on an action-research plan that revealed a significant discrepancy in this area. Focusing on Universal Design for Learning (UDL) principles and disability-specific interventions, this course provides teachers with practical strategies to create inclusive, flexible learning environments that support all students, including those with Learning Disabilities, Autism, ADHD, and more. Participants will learn how to apply UDL to engage students in multiple ways, implement targeted interventions for students with specific disabilities, and use data-driven practices to assess and adjust their instruction. This course equips educators with the tools to foster equity and inclusion, ultimately ensuring that every student has access to meaningful, personalized learning experiences.
Audience
This Professional Development course is for all teachers in the K-12 setting seeking to increase their knowledge of Universal Design principles and Disability-Specific interventions for their students.
Responsibilities
-
Curriculum Development
-
Course Mapping
-
Graphic Design
-
Game Production
Tools Used
-
Articulate Storyline
-
Canvas LMS
-
EdPuzzle
-
Canva
-
Adobe Premiere Pro
-
Adobe Illustrator
-
Google Suite
Action Research
Abstract:
The action research study investigated systemic and pedagogical barriers hindering the fidelity of Individualized Education Plan (IEP) implementation in inclusive general education settings within an elementary school. The research employed a mixed-methods approach to analyze educator competencies, collaborative dynamics, and instructional integration frameworks.
Problem Statement:
General education instructors report substantial difficulties operationalizing IEP-mandated accommodations and modifications due to deficits in legislative awareness, intervention methodologies, and co-teaching praxis. This lack of alignment jeopardizes compliance with Free Appropriate Public Education (FAPE) requirements within the Least Restrictive Environment (LRE).
​
Methodology:
A triangulated mixed-methods design integrates quantitative (e.g., pre- and post-intervention assessments, Acadience reading metrics) and qualitative (e.g., thematic analysis of observation feedback) data collection. Participants include six 5th-grade general education teachers, stratified into intervention and control cohorts.
​
Intervention:
An 8-week professional development module, structured around Universal Design for Learning (UDL) principles and disability-specific intervention strategies, is deployed via asynchronous learning platforms. Baseline and post-intervention metrics assess efficacy.
​
Key Findings:
1. Competency Deficits: Educators exhibit minimal proficiency in statutory frameworks (e.g., IDEA, Section 504) and pedagogical scaffolding strategies.
2. Collaborative Barriers: Suboptimal interdisciplinary planning undermines co-teaching and IEP team coordination.
3. Instructional Integration Challenges: Deficiencies in embedding differentiated instruction and UDL-aligned practices into the general education curriculum hinder accommodation delivery.
Proposed Solutions:
-Pedagogical Remediation: Iterative professional development addressing UDL, instructional scaffolding, and adaptive practices.
-Collaboration Frameworks: Institutionalizing systematic supports such as co-teaching, co-planning sessions, and dynamic feedback loops.
-Tool Development: Implementing user-centered platforms to streamline access to individualized student data and intervention protocols.
​
Expected Outcomes:
Quantitative and qualitative analyses predict significant improvements in IEP implementation fidelity, as evidenced by:
-Teacher assessment scores achieving a 90% accuracy threshold across three consecutive trials.
-Positive shifts in student reading benchmarks for IEP-identified learners.
-Enhanced teacher-reported self-efficacy in differentiated instruction.
Implications
This study underscores the exigency for targeted capacity-building initiatives to bridge pedagogical and operational gaps in inclusive education. Findings advocate for scalable models of professional learning and collaboration to ensure compliance with IDEA mandates and optimize learner outcomes in heterogeneous classrooms.
Course & Curriculum Mapping
Learning Theory and Application
The course leverages Social Constructivism as its foundational learning theory. This framework emphasizes meaningful activity through collaborative knowledge construction, problem-solving, and leveraging prior experiences. Social Constructivism aligns seamlessly with the course content, which requires higher-order thinking, reflective discussion, and the application of disability-specific strategies in real-world classroom contexts.
​
Learning Theory Rationale
Social Constructivism is particularly suited for this course because it supports the collaborative and practical nature of differentiating instruction for diverse learners. Teachers engage in reflective discussions and draw on shared experiences, which mirrors the collaborative processes inherent in applying Universal Design for Learning (UDL) principles and tailoring disability-specific interventions.
Instructional Design Methodology
The course design is guided by Gagné's Nine Events of Instruction and supplemented by the ARCS Motivational Model:
1. Gagné's Nine Events provide a detailed roadmap for instructional delivery, from gaining attention to assessing performance and enhancing retention.
2. The ARCS Model ensures motivation by focusing on attention, relevance, confidence, and satisfaction, ensuring that participants are engaged throughout the learning experience.
Instructional Design Model Rationale
Gagné's Nine Events offer a structured, actionable framework ideal for crafting a practical, outcomes-oriented course. The ARCS model complements this by embedding motivational strategies that keep teachers invested in their learning journey, particularly when tackling complex and nuanced topics like IEP implementation and differentiation.
​
Contribution to Learner Knowledge and Skills
Participants will leave with a robust "toolbox" of strategies to differentiate instruction effectively. This directly enhances their ability to implement IEPs with fidelity, fostering both student success and the achievement of IEP goals. Teachers will also develop and apply individualized "IEP Implementation Plans," ensuring practical application of course concepts in their classrooms.
Course Objectives and Alignment
The course objectives align with the instructional framework and desired outcomes:
1. Apply UDL principles to implement IEPs effectively.
2. Utilize disability-specific interventions to meet diverse learner needs.
3. Develop and implement an individualized "IEP Implementation Plan" incorporating UDL and disability-specific strategies.
​
By fostering these competencies, the course ensures measurable improvements in instructional practice and student outcomes, directly addressing the challenges faced by General Education teachers in inclusive classrooms.
This course map combines formative and summative assessments to foster both knowledge acquisition and long-term retention. Formative assessments, integrated throughout the course, provide scaffolding to reinforce foundational knowledge, while interactive instructional videos prompt learners with assessment questions to support deeper learning. Summative assessments, delivered through gamified applications, promote engagement and measure learner outcomes. To enhance social constructivism, the course includes reflective discussion boards and opportunities for collaboration through professional learning communities, encouraging peer interaction and shared knowledge. Overall, interactive instructional strategies create an immersive learning experience that emphasizes continuous feedback, learner autonomy, and community-based learning.
Example of 1 module within the Course Map
Storyboarding
Storyboarding the game I created for the course was crucial for visualizing the user experience, clarifying the learning objectives, and ensuring a smooth, logical flow. By mapping out different classroom scenarios, such as adapting lessons for students with disabilities, the storyboard allowed me to align the game mechanics with UDL strategies to achieve the desired learning outcomes. It also helped me anticipate potential issues, refine pacing, and ensure that the game was both engaging and educational. Overall, storyboarding provided a clear roadmap for me to follow, guiding the development process and ensuring the game effectively teaches teachers how to meet the diverse needs of their students.
Course Building
This video provides a comprehensive tour of a course designed and developed using the Canvas learning management system. The walkthrough covers the course’s structure, focusing on how content is organized to enhance learner engagement, facilitate knowledge retention, and support active learning. Key elements such as interactive learning activities, assessments, and multimedia resources are highlighted to demonstrate how they align with instructional design principles. The video also explores the navigation features, ensuring that learners can easily access course materials and track their progress. Whether you’re familiar with the course or new to it, this video will guide you through the platform’s features and functionalities.
Gamification
This video explains the process behind designing the game for Module 1's application, focusing on how gamification strategies were used to enhance engagement and learning outcomes. I discuss the key design elements, how the game aligns with the course objectives, and the role of interactive, game-based learning in professional development. Gamification also enhances motivation, active participation, and retention, demonstrating its value as an instructional tool for creating meaningful and impactful learning experiences.
Results & Takeaways
Takeaways, As the Designer
-Demonstration of Expertise: Designing this professional development course showcases my mastery of instructional design principles, gamification strategies, and Universal Design for Learning (UDL).
-Skill Advancement: Through this process, I’ve further developed my ability to create interactive, engaging, and learner-centered content, particularly in aligning course elements with learning objectives.
-Problem-Solving: I’ve addressed real-world challenges, such as how to equip teachers to meet the diverse needs of students, applying innovative solutions like gamified learning and collaborative activities.
​
Takeaways, As the Learner:
1. Practical Application of UDL: Learners gain a deep understanding of Universal Design for Learning principles and how to apply them to address classroom challenges, making their teaching more inclusive and effective.
2. Engaged Learning Experience: Through interactive videos, gamified summative assessments, and collaborative activities like professional learning communities, learners are actively engaged, ensuring they retain the material and can apply it effectively.
3. Confidence in Problem-Solving: By navigating real-world scenarios in the game, participants develop confidence in their ability to make decisions and implement strategies that accommodate diverse student needs.
4. Collaborative Growth: Reflective discussion boards and PLCs foster a sense of community, encouraging participants to exchange ideas and learn from their peers' experiences.
5. Enhanced Teaching Skills: By the end of the course, learners are equipped with actionable strategies and a toolkit for creating an inclusive classroom environment that supports all students’ success.