Effects of coaching on Universal Design for Learning implementation

Purpose This paper examines instructional coaching as a means to support teachers at all levels in primary and secondary schools implementing new innovative practices using the Universal Design for Learning (UDL) framework design guide. Design/methodology/approach mixed-methods study compared impact of an intervention around implementation UDL on educators versus efforts who did not receive intervention. Coached participants shared their experiences with cycle. These qualitative data were collected through teacher interviews, self-assessments, observations. The assisted interpretation quantitative findings from quasi-experimental pre-test–post-test comparison group design. Findings results this revealed positive outcomes knowledge application UDL, although statistically significant levels. supported gains that valued changed use they navigated learning environments. Research limitations/implications One limitation be noted includes district site participated had used several years maintained high expectations increase UDL-aligned each year. Therefore, under same evaluative participate professional development some level proficiency implementation, whereas beginning stages might serve better gauge growth. Additionally, control self-identified randomly assigned. Originality/value is one first conducted investigates effect teachers' increased understanding framework. stand-alone supporting design-inclusive classrooms. Written into US law, scientifically valid supports flexible accessible classrooms increasingly diverse population students.