Increasing Year Four Regional Students’ Writing Achievement Through the Universal Design for Learning

Abstract

This article examines how incorporating the Universal Design for Learning into writing instruction could improve the writing achievement of year four students in regional Victoria, Australia. The Universal Design for Learning is an instructional approach that aims to provide students with meaningful learning experiences through multiple means of engagement, representation, and action and expression. Using evaluative reflection research and a mixed methods approach, data were obtained from a year four classroom of 16 students aged 9-10 years. Convenience sampling was used to access student work samples and the diagnostic and summative assessment data of these students. Personal identifiers were removed before being received by the researcher to provide a neutral and objective analysis. Findings indicated a 15 percentage-point increase in students’ writing achievement average after the Universal Design for Learning was implemented in writing instruction. Differentiation through the Universal Design for Learning supported students’ individual writing abilities, strengths, and interests, plays a significant role in year four students’ engagement, participation, and writing achievement. Implications for regional education include the importance of evidence-based instructional approaches that support student participation, inclusion, and equity by ensuring all students can be successful in their learning.