INSTRUCTIONAL EQUITY: LEVERAGING UNIVERSAL DESIGN FOR LEARNING TO ADDRESS THE BARRIER OF RACE

Abstract

The purpose of this study was to examine the perceptions of educators’ views of social justice as they participate in instructional planning and design using the Universal Design for Learning (UDL) framework. The UDL framework, which is focused on removing barriers to learning and offering an equitable learning environment for all, was used as a lens to consider the impact of racial differences in classrooms. The participants in this study were self-identified as educators with UDL experience and who also have a familiarity with social justice issues that impact the education of students due to the barrier of race. This research study included data collection of responses obtained using the Learning to Teach for Social Justice Beliefs Scale (LTSJ-B) developed by the survey team of Boston College Teachers for a New Era Project.