Supporting Inclusive Practices at Eliot-Pearson Children’s School (EPCS) through Universal Design for Learning and Inclusion (UDLI)
Authors:
Mary Laurita, OT/s; Kaitlyn Irwin, OT, OTD; Hanna Gebretensae, EdD; Gabriela Herrera, MA
Abstract:
Existing literature indicates a gap in Universal Design for Learning and Inclusion (UDLI) knowledge and implementation in early childhood education (ECE). The purpose of this project was to develop and deliver a training supporting UDLI understanding amongst teachers at an ECE program Eliot-Pearson Children’s School (EPCS) at Tufts University (Medford, MA). Participants included Head Teachers, Assistant Teachers, and Eliot-Pearson Fellows. A needs assessment, including surveys, observations, and discussions, informed development of the UDLI training and materials. Following training delivery, an evaluation demonstrated a statistically significant increase in EPCS teachers’ UDLI knowledge and implementation compared to baseline. Site-specific results highlight the unique position of occupational therapists in advocating for UDLI in ECE through strengths-based, participation-focused approaches with attention to the environment.
Key Words:
universal, design, learning