Using Universal Design for Learning to Personalize an Evidence-Based Practice for Students With Disabilities

Personalized learning lies at the heart of special education. From the foundational work of Itard (Lane, 1976) and Farrell (1908–1909) to the Individualized Education Programs (IEPs) mandated by the Individuals with Disabilities Education Act, prominent elements of personalized education have been and continue to be guiding principles of special education. Personalized learning requires practitioners to use multiple modes of instruction in order to scaffold learning and enhance student motivation with the aim of improving educational outcomes (see Redding’s chapter elsewhere in this volume) and includes (a) variation in time, pace, and place; (b) technological aids; (c) individualized and varied instruction with student engagement in design; (d) teacher–student–family relationships; and (e) personal competencies (i.e., cognitive, metacognitive, motivational, social/ emotional). Consistent with special education, these core tenets of personalized learning focus on individualized and differentiated instruction that take into account student needs, preferences, and interests (Twyman, 2014).