Speaker
Abstract section 5: References
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
CAST. (2018). Universal Design for Learning Guidelines version 2.2. CAST.
Katz, J. (2015). Implementing the Three-Block Model of Universal Design for Learning: Effects on teachers’ self-efficacy, stress, and job satisfaction in inclusive classrooms K–12. International Journal of Inclusive Education, 19(1), 1–20
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.
Woodcock, S., Sharma, U., Subban, P., & Hitches, E. (2022).
Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices. Teaching and Teacher Education, 117, 103802.
Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015.
Abstract section 4: Outcomes/results
At the end of the session, the participants will be able to identify potential barriers to learning in lesson design and consider how these can affect learner participation and understanding. They will apply UDL principles to increase accessibility and promote greater learner engagement. Lastly, they will explore how EdTech can support the development of differentiated materials and tasks, enabling teachers to respond more effectively to the needs of mixed-ability classrooms.
Abstract section 2: Contribution/research questions
To demonstrate how UDL, combined with EdTech, can support inclusive language teaching while strengthening teacher self-efficacy. This will be evident in the function of EdTech to aid teachers in adapting materials and tasks more efficiently, enabling them to respond to mixed-ability classrooms without substantially increasing preparation time (Katz,2015).
Abstract section 1: Relevance
Language classrooms are becoming increasingly diverse, with learners differing in proficiency levels, learning preferences, and learning differences. Inclusive education policies across many contexts have increased expectations that teachers respond effectively to learner variability while maintaining common curricular goals. However, research suggests that when teachers feel unprepared to address diverse learning needs, their sense of self-efficacy may decline, potentially contributing to increased workload stress and reduced instructional confidence (Woodcock et al., 2022; Zee & Koomen, 2016).
Abstract section 3: Content/method
Participants will explore common instructional barriers and how the three core UDL principles, engagement, representation, and action and expression, can be used proactively to overcome them. Examples include applying EdTech to differentiate topics, create multimodal inputs, and flexible response formats that allow learners to demonstrate understanding in different ways. During the session, the participants will have the opportunity to engage in UDL-based interactive activities, including a Think–Pair–Share, mind mapping, and debate.
| Title | Designing Inclusive Language Lessons: Applying UDL and EdTe |
|---|---|
| Teaching Context | Teaching children |