Understanding "Universally Engaging Instruction" in Middle and High School Classrooms

• In Event: Research in Progress Roundtable Session 3
  In Invited Roundtable: Literacy and Language Learning: Professional Development, Student Motivation, and Out-of-School Practices (Table 14)

Abstract

This study examines how middle and high school teachers present content and material to engage diverse learners in general education settings. It investigates how teachers present content in ways that are both engaging and accessible, particularly for students from diverse backgrounds. The study combines Universal Design for Learning (UDL) with Self-Determination Theory (SDT) to form a "Universally Engaging Instruction" framework. A survey was administered to 81 eligible teachers, revealing insights into their practices. Preliminary findings indicate varied implementation of UDL principles, with some teachers integrating multiple formats and modalities, offering assistive tools or supports, and presenting material reflecting diverse voices and perspectives. This research contributes to understanding how to foster engagement and inclusion in diverse classrooms.

Author

• Suzanne Michelle Ender, University of Washington