Event Information
A WEA Canvas asynchronous course is a type of learning experience in which participants can access and engage with course materials at their own convenience without being required to attend live sessions. This format is designed to provide flexibility for learners with varying schedules or commitments. These courses are self-paced and can be started/completed on your own time.
This eLearning course is based online training modules developed by the IRIS Center. The IRIS Center is a national center dedicated to improving education outcomes for all children, especially those with disabilities birth through age twenty-one, through the use of effective evidence-based practices and interventions. The course include completing the online modules, assessments, and assignments.
This course is comprised of one module, one assessment, and four assignments.
Expectations
- Read/watch all course content.
- Submit all assignments.
- Assignments must be graded Complete by the instructor.
- Assignments are due on Monday, January 4th, 2027.
Waitlist Limit: 0/0
Courses
Universal Design for Learning: Designing Inclusive Systems of Instruction (Equity) (6hr)
Clock Hour
Course Description
This course provides an in-depth exploration of Universal Design for Learning (UDL) as a framework for creating inclusive, equitable, and accessible learning environments. Participants will apply UDL principles to instructional goals, materials, methods, and assessments while examining how race, disability, language, culture, and other learner differences influence access, engagement, and achievement. The course explores the connections among UDL, MTSS, inclusive practices, and IDEA's requirement for access to the general education curriculum. Educators will identify barriers to learning, evaluate the effectiveness of instructional practices, and design flexible, standards-aligned learning experiences that promote belonging, participation, and success for all students. Through the use of student data and collaborative problem-solving, participants will strengthen Tier 1 instruction and support more inclusive educational outcomes.Course Objectives
By the end of this course, participants will be able to:
1. Explain the theoretical foundations and three principles of Universal Design for Learning (UDL) and articulate how UDL aligns with OSPI inclusive practices, MTSS frameworks, and IDEA’s mandate for access to the general education curriculum. Standard 4 – Leading for Educational Equity
2. Differentiate between retrofitted accommodations and proactively designed UDL practices, identifying how instructional design decisions either remove or reinforce barriers to learning. Standard 4 – Leading for Educational Equity
3. Apply UDL principles to the four curricular components (goals, materials, methods, and assessments), ensuring instructional design promotes flexibility without lowering expectations. Standard 3 – Learning Partnerships, Standard 4 – Leading for Educational Equity
4. Analyze classroom practices through an equity-centered lens, recognizing how race, disability, language, culture, and systemic inequities intersect with curriculum design and influence engagement, representation, and demonstration of learning. Standard 4 – Leading for Educational Equity
5. Design instructional plans that incorporate multiple means of engagement, representation, and action/expression, while maintaining alignment to grade-level standards and rigorous learning targets. Standard 3 – Learning Partnerships, Standard 4 – Leading for Educational Equity
6. Evaluate the effectiveness of UDL implementation using student data and observation, adjusting instructional design to strengthen participation, belonging, and academic outcomes for all learners. Standard 4 – Leading for Educational Equity
7. Collaborate with multidisciplinary teams to integrate UDL within MTSS structures, ensuring Tier 1 instruction reduces unnecessary referrals and supports inclusive placement decisions. Standard 3 – Learning Partnerships