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Administrators have a unique position to influence teacher attitudes by creating an inclusive school culture and providing instructional leadership. Implementing Universal Design for Learning (UDL) is a critical issue for public schools in our country. UDL is an inclusive framework based on the science of learning. It supports and removes barriers to learning for all students while maintaining high expectations. Federal education policies have called for inclusive instruction based on UDL principles. Nevertheless, our educators and administrators are not sure they believe in it and do not know what exactly it is or how to implement it with fidelity. Previous researchers have found that teachers are more likely to implement inclusive teaching practices such as UDL when they have positive attitudes toward them shaped by their culture, experiences, and training. UDL benefits all students‒not just those with unique needs‒by increasing student engagement and removing learning barriers.

Publication Date



Universal design for learning, implementation, administrator, Inclusive classrooms/schools, Cognitive/learning strategies instruction, Evidence based Practices


Accessibility | Adult and Continuing Education and Teaching | Curriculum and Instruction | Disability and Equity in Education | Educational Administration and Supervision | Educational Methods | Elementary and Middle and Secondary Education Administration | Special Education Administration | Special Education and Teaching | Teacher Education and Professional Development

Faculty Advisor/Mentor

Dr. Colleen Thoma

Is Part Of

VCU Graduate Research Posters

Universal Design for Learning’s Successful Implementation: What Can Administrators Do?