D018 Leading Inclusive Schools
AEM3 Task Four: Initiative Proposal
, A1. Description of DI, UDL, and MTSS
We welcome students into our schools and classrooms with many different backgrounds
and needs. How educators respond to their needs can be challenging, but there are many
strategies they can learn to facilitate differentiated instruction (DI) across the curriculum.
“Although differentiation is an instructional approach, effective differentiated instruction is
inseparable from a positive learning environment, high-quality curriculum, assessment to inform
teacher decision making, and flexible classroom management. To the degree that any one of
those elements is weak, the others are also diminished” (Tomlinson & Imbeau, 2023, p. 13).
Effective differentiation in the classroom supports curriculum and instruction that exemplifies
the principles of Universal Design for Learning (UDL) so that all students can be successful.
As school leaders, we play a critical role in supporting teachers and helping them to
improve their practice in order to successfully respond to the diverse needs of their students.
Principals should plan professional development opportunities that support their needs for
differentiating instruction. “During differentiation, we emphasize the methods that students use
to access key content…rather than change the content itself” (Tomlinson & McTighe, 2006, as
cited in Tomlinson & Imbeau, 2023, p. 12).
Universal Design for Learning (UDL) is a framework for instruction and learning that is
designed to give all students an equal opportunity to be successful. Many concepts of UDL
overlap with effective differentiation. The UDL framework provides flexibility in how how
information is presented, how students engage with content, and how students demonstrate their
understanding. There are three main principles of UDL: provide multiple means of engagement,
provide multiple means of representation, and provide multiple means of action and expression
(Gordon, Meyer, & Rose, 2014).
AEM3 Task Four: Initiative Proposal
, A1. Description of DI, UDL, and MTSS
We welcome students into our schools and classrooms with many different backgrounds
and needs. How educators respond to their needs can be challenging, but there are many
strategies they can learn to facilitate differentiated instruction (DI) across the curriculum.
“Although differentiation is an instructional approach, effective differentiated instruction is
inseparable from a positive learning environment, high-quality curriculum, assessment to inform
teacher decision making, and flexible classroom management. To the degree that any one of
those elements is weak, the others are also diminished” (Tomlinson & Imbeau, 2023, p. 13).
Effective differentiation in the classroom supports curriculum and instruction that exemplifies
the principles of Universal Design for Learning (UDL) so that all students can be successful.
As school leaders, we play a critical role in supporting teachers and helping them to
improve their practice in order to successfully respond to the diverse needs of their students.
Principals should plan professional development opportunities that support their needs for
differentiating instruction. “During differentiation, we emphasize the methods that students use
to access key content…rather than change the content itself” (Tomlinson & McTighe, 2006, as
cited in Tomlinson & Imbeau, 2023, p. 12).
Universal Design for Learning (UDL) is a framework for instruction and learning that is
designed to give all students an equal opportunity to be successful. Many concepts of UDL
overlap with effective differentiation. The UDL framework provides flexibility in how how
information is presented, how students engage with content, and how students demonstrate their
understanding. There are three main principles of UDL: provide multiple means of engagement,
provide multiple means of representation, and provide multiple means of action and expression
(Gordon, Meyer, & Rose, 2014).
