“Tuning In” to Children’s Brilliance: Families’ Contributions to UDL’s 3.0 Guidelines to Prepare Teachers/Educators

• In Event: Critical (re)construction in Teacher Education: Inclusive Race, Disability, and Language

Abstract

This qualitative study centers families’ onto-epistemologies to expand Universal Design for Learning (UDL) Guidelines 3.0 by positioning four mothers of disabled youth as co-designers of professional development for current and future educators, including teachers. Across three virtual planning sessions, the mothers shared insights that deepened understandings of UDL’s principles: engagement, representation, and action/expression. Findings highlight how persistence and home-based learning strategies align with inclusive design and affirm families’ cultural knowledge as pedagogical resources. This work advances a vision for educational research that honors families, challenges deficit narratives, and reimagines their role in educator preparation. It contributes to the field by bridging family engagement and UDL to support culturally responsive, equity-driven practices in PK–12 settings.

Authors

• Cristina C. Santamaria Graff, Indiana University - Indianapolis

• Yone Rodriguez, Claremont Graduate University