An online journal addressing issues of interest to the professional educator, published by the Cooke Institute
UNIVERSAL DESIGN FOR LEARNING (UDL)
UDL's core principles originated in an architectural movement that advocated for the proactive design of structures accessible to people with disabilities rather than retrofitting.
UDL expands opportunities for student engagement and assessment.
Incorporating UDL's pedagogical framework into curriculum and classroom planning benefits both neurotypical and neurodiverse students.
If you’ve ever pushed a stroller up a mini ramp on a curb with ease or thanked your lucky stars for motion-sensitive sliding doors when your hands were full, you are the beneficiary of Universal Design. Originally conceived to address physical accessibility in architecture, the Center for Applied Special Technology (CAST) began extending those principles to the field of education about 40 years ago. The Universal Design for Learning approach encourages educators to “fully embrace human variability.”
“Universal Design for Learning (UDL) is a pedagogical framework that bakes accessibility to cognitive, physical, and social spaces to the widest possible set of learners into the educator's blueprint from the outset,” says Dr. Mary Clancy, Assistant Professor of Special Education at SUNY Empire College and Cooke Educational Consultant. “A classroom designed with 4-5 different seating options, a curriculum developed with multiple access points for learning, and testing that allows for many ways to demonstrate mastery of the material will naturally require fewer accommodations.”
Everyone gains from inclusive learning practices that eliminate barriers and expand our understanding of the wide spectrum of natural learners. Just like the stroller pusher and the shopper who enjoy a feature originally designed for someone in a wheelchair, a neurotypical student can fully participate in their learning even when feeling distracted or low energy if presented with numerous ways to access the content.
“Ask yourself, ‘How can I redesign the learning space and the thinking space to increase academic engagement, social success, and reduce behavioral challenges?’ For example, in addition to the traditional methods of reading a passage out loud or following an outline on a smart board, consider preparing a visual sequence of a lesson on a bulletin board or creating a color-coded copy of the notes to place on each student’s desk.”
“I understand that theories can feel overwhelming when you have so much to navigate as a new teacher,” says Dr. Clancy. “But incorporating UDL into your core thinking practices can actually save time in the long run. There is less need to be reactive. The kids are with you, and you can have fun with the lesson.”
Classrooms at Cooke School house exercise bikes and trampolines, so a student requiring a sensory recreation break can experience it in the classroom. Utilizing options becomes part of the fabric of the learning space and reduces distractions. “In IEP meetings for our students, we sometimes have to remind ourselves to report a need for service on the accommodations page because we have already resolved the issue seamlessly and organically in their learning environment. We no longer consider that student need a challenge to be addressed. It is unfortunate that some of the most effective teaching practices are confined to special education coursework because they can be helpful for the teacher in any classroom.”
A few years ago, Dr. Clancy incorporated UDL principles into her teaching methods for the adult learners of her NYU graduate course. Dr. Clancy introduced some changes to her syllabus that altered both how her students gather information and how they express their learning. Here’s one example: In addition to writing a 6-page essay, term papers or collaborating on a group project, students are now given the opportunity to make a podcast, draw a map, or create a visual representation to showcase their learning. Dr. Clancy provides a list of eight assignments, of which four need to be completed to receive an A in the class. Students also have agency over deadlines for their projects. “On the first day of class, I share the date that I need to submit their grades, so as long as I receive their work in time to calculate that grade, the student can decide when to complete it.”
“The quality of the projects and engagement will astound you!” says Dr. Clancy. “Following the change in the syllabus, my graduate students were better versed in conversing about the concepts and exhibited true ownership of their own learning. The benchmarks went through the roof! And nothing was turned in late!”
Dr. Mary Clancy has over 20 years of experience as a special education teacher, school leader, and professor. A former Associate Head of School at Cooke School, Dr. Clancy works alongside students with disabilities and the educators that support them, focusing on advancing inclusive school practices and building strong systems of professional learning for both pre-service and in-service educators so that all students can thrive.
Q: As a teacher supporting students with diverse learning needs, I often struggle with two things: managing limited instructional time and knowing how much support to give my students without over-prompting. How can I make better decisions in the moment?
A: This is a challenge many educators face, and you're not alone in navigating the delicate balance between time management and instructional support. One helpful framework to guide your in-the-moment decisions is the cost-benefit analysis.
Start by clearly identifying the instructional goal of your lesson. Every decision, whether to continue an activity, introduce a new task, or provide additional prompting, should be measured against how it supports that goal. For example, suppose your objective is to develop your students' reasoning and communication skills, and an activity like “Would You Rather” is yielding strong student engagement and thoughtful responses. In that case, it may be more beneficial to extend that activity rather than moving on to a pre-planned follow-up.
In addition, when deciding on levels of prompting, please consider what the student truly needs to access and engage with the lesson. Too much support may inhibit independence, while too little may cause frustration or disengagement. Collaborating with related service providers, such as speech and language therapists, can provide additional insight, particularly when analyzing how prompting influences student communication.
To reduce the cognitive load of these rapid instructional decisions (teachers make an estimated four decisions per minute!), consider incorporating instructional routines. These structured, repeatable practices help keep some classroom variables stable so you can focus your attention on what matters most: responding to students in real time and advancing their learning.
In short: Let the lesson goal guide your decisions, evaluate time and support through a cost-benefit lens, and lean on routines to bring clarity and consistency to your classroom.
The Cooke Institute team of experts answers "Ask a Coach" inquiries from educators on a rotating basis. This issue’s response is provided by Andrew Gael, Cooke Director of Curriculum, Mathematics K-12.
Andrew Gael has worked with pre-service teachers at The City College of New York (CCNY). Additionally, he has consulted with Illustrative Mathematics and Desmos on the development of their curricula. He has also developed and facilitated professional development courses for Mathematics in the City at CCNY and Mount Holyoke College. Andrew is a nationally recognized speaker who has been a member of NCTM’s Publishing Committee, where he was instrumental in the publication of "Humanizing Disability in Mathematics Education: Forging New Paths." He has also contributed to additional publications such as: NCTM’s Math Tasks to Talk About Blog, Becoming the Math Teacher You Wish You’d Had, Motivated, and the Global Math Department Newsletter.
Inquiries from school leaders and teachers for this column may be submitted to Institute@cookeschool.org.
Cooke Occupational Therapy Department Chair Julie Greenberg, M.S., OTR/L, who presented on Shifting Lenses: Empowering Teachers To Strategize Success at the 2025 NYSAIS Department Chair Conference last February, recently led a professional development workshop entitled Executive Function in Students from PreK to Grade 5 at the Kennedy International School in Manhattan. The session was offered through our Cooke Institute division.
“Early childhood is a critical window for the emergence of executive functioning (EF) skills—the mental processes that help us plan, focus, remember instructions, and manage multiple tasks,” says Julie. “It’s when kids first start showing signs of school readiness. And it’s through play that students develop flexible thinking, self-control, and working memory. Providing opportunities for structured and unstructured play with just the right level of support for each student allows them to strengthen these foundational skills.”
Here are some recommendations for EF support that Julie offered at the workshop for PreK-Grade 5:
Visually delineate spaces for different activities in the classroom.
Make extensive use of specifically labeled containers; for example, have one bin designated for markers and another for crayons.
Organize classroom time into regular routines.
“Second and third grade students have usually begun planning and problem-solving on their own,” says Julie. “Facilitate their increasing independence with careful prompting and intentional choice of language.” For example, instead of saying, “Go get a pencil,” Julie suggests that teachers ask, “What tools do you need for this activity?”
In evaluating the indicators of a student’s emerging independence in Lower School, it is important to distinguish between chronological age and developmental capacity. Children develop at their own pace, and COVID-related disruptions left many with gaps in life experiences. Even in older grades, executive skills can be practiced through hands-on play. With clear classroom routines, consistent expectations, and gradually reduced teacher support, students are better able to build and apply executive functioning skills. (For more information on EF skills and their value in development, see the June issue of CI ).
Julie concluded her presentation by urging educators to help students become the directors of their own lives. “The way we work with students can foster their growth from dependence on teachers and parents to self-advocacy and independence."
"Partnering with schools for a professional development day is one way Cooke Institute shares our knowledge and expertise with educators in the broader community. With this engagement, we were able to facilitate learning about Executive Functioning and begin exploring how the development of these critical skills intersects with the unique language needs of their students who are all learning a second language," says Aliza Kushner, Director of Cooke Institute.
Pictured here with Cooke Head of School Dr. Francis Tabone, Julie Greenberg, M.S., OTR/L is the Department Chair of Occupational Therapy at Cooke Upper School, where she champions the integration of play as a vital component of all learning. A native New Yorker and mom, she values collaboration, curiosity, and meeting students where they are.
Poster House
Cooke Institute is proud to announce our partnership with Poster House in Manhattan. The Institute will be conducting training in collaboration with Poster House in late summer/early fall.
“The museum has done an excellent job designing spaces and programming that are accessible to low-vision, blind, and D/deaf or hard-of-hearing patrons,” says Jes Hughes, Poster House Lead Educator, Youth Initiatives and Accessibility. “We wanted to build on that work by addressing the needs of individuals with a broader range of sensory sensitivities, ensuring our approach remains relevant, inclusive, and up to date.”
The two workshops, one for all staff and another specifically for the education department, will focus on preparation and seamless accommodations for students and adults on the autism spectrum and with other sensory needs. These sessions are part of the museum’s broader initiative to break down barriers and ensure that the museum is accessible to as many people as possible.
As a division of the Cooke School, Cooke Institute (CI) shares the belief that all children deserve an education that leads to an independent future—one in which they can be included as integral members of the community. Since 1995, CI has expanded this vision by sharing our knowledge and expertise with others through ongoing coaching, consulting, and professional development activities. CI is a leading resource in the field of literacy, special education, inclusion, and interventions, proudly supporting school leaders and teachers in a variety of schools across the greater New York City metropolitan area.
