Universal Design in First-Year Composition: Why Do We Need It, How Can We Do It?
Keywords:first-year composition, universal design for learning
AbstractEnsuring that all students can access information, demonstrate mastery, and feel comfortable in the classroom is important, yet first-year composition faculty may find reaching the diverse populations in their classrooms daunting. Learning styles, comfort levels with writing and English language skills, disabilities, and family life impact all students, leaving us to wonder how best to facilitate student success. This essay, in taking up the question of universal student success, explores Universal Design for Learning (UDL) in the first-year composition classroom and its benefits to both students and teachers. I first define Universal Design for Learning and then attend briefly to contemporary English studies research on UDL. I analyze different ways I integrate it in my FYC course; then, I discuss some of the complications instructors may encounter trying to implement these strategies.
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.