1.3: Appendix A-1 - Self-Assessment for Universal Design for Learning and Inclusive Instruction
- Page ID
- 64368
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)This checklist supports instructors in reviewing each lesson or module for alignment with Universal Design for Learning (UDL), trauma-informed, and culturally responsive practices.
It can be completed before instruction (planning) and after delivery (reflection).
Section 1. Planning for Accessibility and Inclusion
Check each item that applies to your lesson design.
|
Planning Element |
Notes / Examples |
|
|---|---|---|
|
☐ |
Learning outcomes are written in plain, accessible language. |
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|
☐ |
Activities address at least two modalities (e.g., visual + discussion). |
|
|
☐ |
Materials are captioned, include alt-text, and meet color-contrast standards. |
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|
☐ |
Technology or files are keyboard-accessible and mobile-friendly. |
|
|
☐ |
Directions and expectations are posted in multiple formats (verbal + written). |
|
|
☐ |
Opportunities for learner choice are built into the activity. |
|
| ☐ | Classroom agreements promote psychological safety and respect. |
This checklist supports faculty reflection on UDL-aligned lesson design and inclusion practices.
Section 2. Scaffolding and Support
|
Instructional Element |
Notes / Examples |
|
|---|---|---|
|
☐ |
Supports progress from modeling → guided → independent practice. |
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|
☐ |
Learners are encouraged to reflect on their own progress. |
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|
☐ |
Feedback emphasizes growth over perfection. |
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|
☐ |
Supports fade gradually to build independence and confidence. |
This table outlines key scaffolding principles for gradual release and reflective teaching.
Section 3. Reflection and Continuous Improvement
Use these prompts after delivery.
- What aspects of the lesson best supported learner agency or autonomy?
- Which scaffolds or materials were most effective?
- What barriers did learners experience, and how can they be reduced next time?
- How did the lesson affirm cultural and linguistic diversity?
- What evidence (student feedback, work samples) will guide my next improvement?
Section 4. Summary
Overall alignment with UDL and inclusive practice:
☐ Strong ☐ Adequate ☐ Needs Revision
Instructor Signature: _________________________ Date: _____________ Use Notes
- May be duplicated for each module in the Toolkit for Inclusive Workforce Education.
- Can be stored digitally as part of faculty reflection documentation or shared within professional-learning communities.