Abstract
In addition to the COrona VIrus Disease (COVID) gap, the teacher shortage, and increasing accountability, schools and classrooms continue to grow more and more diverse. This diversity presents its own set of challenges as teachers are expected to meet the needs of all learners. In addition to linguistic, religious, gender, sexual preference, race, socioeconomic status, and family structure diversity, students bring their varied culture and prior experiences to the classroom, and this impacts learning. This article presents a critical review of literature that examines Universal Design for Learning and Differentiated Instruction to address the instructional challenges diversity can create. It also provides a practical application of Universal Design to address the confusion that often exists regarding Universal Design for Learning and Differentiated Instruction. It makes clear the similarities and differences between the two, stresses their complimentary nature, and details their effectiveness as proactive and responsive practices that should be implemented in classrooms to meet the needs of all learners.
Recommended Citation
Benford, M. (2023). A Look at Diversity Through the Lens of Universal Design for Learning and Differentiated Instruction to Better Educate Learners. The Journal of the Research Association of Minority Professors, 25(2). Retrieved from https://digitalcommons.pvamu.edu/jramp/vol25/iss2/1
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Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Teacher Education and Professional Development Commons