Universal Design And Inclusion Analysis

The goal for universal design and inclusion is to provide equal opportunity, independent living, full participation in the education process and economic independence. Offering general curriculum offers a higher level of achievement that includes, the students progress that is assessed by state and district standards. Modifications and differentiated instructions are a must in order to ensure academic success. However, one of the important principles of the Elementary and Secondary Act and having and implementing an Individual Educational Plan is accountability. The staff, parents and students must take accountability in accomplishing the goals and implementing the goals of the student according to their IEP. According to IDEA, it allows

IDEA requires that teachers evaluate the student’s progress based upon the goals that are set. States, usually utilize three approaches for assessment and they are: standards that are what the student should know or have prior knowledge and be able to do across subjects. They are defined by benchmarks that are specifically geared towards what the student should know and do in that subject, and indicators are the skills that the student should be able to perform. According to the staff involved in developing and participating in an IEP, and under the IDEA law the students with disabilities must take the required assessment with modifications according the students grade level. Unfortunately, according to the U.S Department of Education’s National Assessment of Educational Progress data, it states that children or students that have parents who are highly educated earned higher reading and math scores, and those children or students whose parents are less educated earned lower reading and math scores, and African American children often fit into this

The universal design is the physical design of educational buildings that suits everyone based upon its ergonomic need according to Erlandson. This is important because, it ensures accessibility for everyone, and not just those with disabilities and this often includes supplies that are necessary to accomplish and complete assignments for example having appropriate scissors to assist with fine motor skills. This is called universal design for learning, having the appropriate supplies and alternative learning devices are essential. Universal design for learning facilitates progress by having multiple means of representation by having the appropriate supplies in order to be successful for the teacher present the content they are requiring the students to know, having multiple means of action and expression meaning having to involve differentiated learning, pacing the information, and chunking the material for better understanding and comprehension, and finally multiple means of engagement and how the student engages with the content by using videos, audio, graphic organizers, tablets according to Rose and