TDNet Discover

The purpose of this study is to investigate how instructional coaching supports pre-k-2 educators in implementing universal design for learning (UDL) strategies at a public school district in Western New York. For the utility of this study, UDL implementation will be generally defined as the proactive design and delivery of instruction that provides multiple means of engagement, representation, and action/expression to meet diverse student needs. The theory guiding this study is the Center for Applied Special Technology (CAST) development of the UDL framework. The primary research question will examine educators’ experiences with instructional coaching in integrating UDL strategies into their classrooms. Data will be collected through teacher interviews, classroom observations, coaching reflections, and observational notes. Analysis will involve qualitative thematic coding to identify patterns and insights related to educators’ perceptions and practices. This study aims to provide practical guidance for enhancing UDL implementation and understanding the role of instructional coaching in promoting inclusive teaching practices.