Despite efforts of advocates to include students with disabilities in all aspects of public education, many are segregated, deprived of interactions with peers, and offered content lacking in rigor and relevance. In one New England state, public schools have the opportunity to participate in a statewide initiative that aims to combat such exclusion, and make learning more effective for all through Universal Design for Learning (UDL). UDL is a pedagogical framework focused on the design of instructional materials, methods, and environments to foster inclusive education. This study explores how educators applying UDL articulate ability and enact inclusive pedagogy through discourse, instructional strategies, and organization of pedagogical and social spaces.
