The Powerful Union of Differentiation and UDL
By Isaac Nathanson
In today’s classrooms, diversity in ability, language, and learning style is the norm – not the exception. Teachers need strategies that help all students thrive, not just some. Two powerful frameworks – Universal Design for Learning (UDL) and Differentiated Instruction (DI) – have emerged as essential “power tools” in creating inclusive, student-centered classrooms.
While their approaches differ, both teaching methods promote equity and access. Understanding how UDL and DI complement each other can transform our teaching and open doors for every learner. First some background, and then a story from my own classroom experience.
What Is Universal Design for Learning (UDL)?
CAST.org defines UDL as a proactive planning framework rooted in neuroscience. Its goal is to reduce learning barriers from the outset by embedding flexibility into the design of curriculum and instruction (CAST, 2018). Teachers using UDL provide multiple means of
- Engagement (motivating learners)
- Representation (presenting content)
- Action and Expression (showing learning)
For example, a UDL-based lesson on fractions might include simulations, real-world scenarios, and graphic visuals – allowing students to choose how they best access and express their learning.
What Is Differentiated Instruction (DI)?
Differentiated Instruction, popularized by Carol Tomlinson, is a responsive approach that adapts instruction based on students’ readiness, interests, and learning profiles. Teachers adjust content, process, product, or environment after observing how students engage with material.
Unlike UDL, which builds flexibility from the beginning, DI fine-tunes instruction in real time. If a student is struggling with visual fraction models, DI might offer manipulatives or peer support tailored to that need.
Research and Practice in Harmony
Recent research by Gheyssens, Griful-Freixenet, and Struyven (2023) reframes DI as more than a toolbox – it’s a teaching mindset grounded in inclusion. Their DI-Quest model promotes adaptive teaching, a growth mindset, and flexible grouping. The key? Teachers need ongoing professional development that supports both philosophy and practice.
Similarly, studies by Yoshida and Sawano (2002) emphasize the importance of foundational conceptual understanding when teaching abstract concepts like fractions. Their research showed that students who received instruction focused on equal-partitioning and equal-whole – using multiple models – outperformed their peers. These are cornerstone strategies in both UDL and DI.
My Classroom Experience: UDL + DI in Action
In a recent lesson with two sixth-grade students – AJ and Eric, both diagnosed with learning disabilities – I saw firsthand how UDL and DI can work together.
We were learning how to multiply fractions. Here’s how the lesson went, step by step.
My Lesson Goal: Students will conceptualize and solve real-world problems involving the multiplication of fractions.
Engagement: I introduced the topic using a sports-based scenario (“Mr. Nathanson’s team had to walk from the middle school to the baseball field, a 30-minute trip. One of the players asked, ‘How long have we walked if we’re 2/3 of the way there?’”).
AJ initially tried to divide instead of multiply and became confused. With support and the option to draw, he began using a square model to visualize fractional parts – showing how physical representation supported his understanding.
Eric, who prefers mental math and symbolic representation, quickly stated the answer – 20 minutes – saying he just “added a zero to the 2 and 3.”
Their approaches – AJ’s tactile reasoning and Eric’s abstract thinking – highlighted the value of engaging multiple entry points and the importance of instructional flexibility.
Multiple Representations: I used fraction tiles, a digital visualizer, a whiteboard for sketching, and a short animation clip.
Student Choice & Expression: Students choose whether to work in pairs, independently, or with manipulatives.
Personalization: AJ, who learns best through hands-on methods, used fraction tiles and then explained his thinking verbally. Eric, who experiences math anxiety and shows traits of neurodiversity, preferred watching the animation twice and then drawing the model on paper.
Real-Time DI Support: I provided additional one-on-one time for Eric and checked for AJ’s understanding through verbal questioning.
These approaches reflected UDL’s flexible planning and DI’s in-the-moment instructional adaptation.
General Educator Support in a Time of Shortages
UDL and DI aren’t just tools for special educators – they’re lifelines for general educators navigating today’s complex classrooms. With a nationwide shortage of special education-certified teachers and co-teachers, many general education teachers are expected to support students with IEPs, 504s, or trauma backgrounds with minimal external support.
Incorporating UDL and DI empowers general educators to meet these diverse needs without burning out. They gain a flexible mindset, a robust toolkit, and a responsive lens that promotes inclusion for all learners – especially those who might otherwise fall through the cracks.
- UDL removes barriers through thoughtful curriculum design.
- DI responds to learner needs with real-time instructional adjustments.
Used together, they form a dynamic approach: UDL builds a flexible learning environment, and DI helps educators personalize within that structure. The result? More confident, engaged learners.
Takeaway Tips for Teachers
- Start lessons with multiple ways to access content
- Use formative assessments to guide responsive instruction
- Include student voice and choice
- Keep a toolkit of models, visuals, and assistive strategies
- Reflect and adjust – flexibility is your greatest asset
In an ever-changing educational landscape, inclusion is not optional – it’s foundational. UDL and DI are not separate initiatives; they are powerful partners in making learning accessible for every student. When combined, they help teachers honor diversity, close opportunity gaps, and empower all learners to succeed.
References
CAST. (2018). Universal Design for Learning Guidelines version 2.2. https://udlguidelines.cast.org
Gheyssens, E., Griful-Freixenet, J., & Struyven, K. (2023). Differentiated Instruction as an Approach to Establish Effective Teaching in Inclusive Classrooms. In R. Maulana et al. (Eds.), Effective Teaching Around the World (Chapter 30; pp. 677–689). Springer. https://doi.org/10.1007/978-3-031-31678-4_30
Lombardi, P. (2020). The Roles and Responsibilities of the Special Educator. University of New Hampshire. https://pressbooks.usnh.edu/edc703-803/chapter/standards-based-curriculum-and-instructional-planning-2/
Yoshida, H., & Sawano, K. (2002). Equal-partitioning and equal-whole in learning fractions. Japanese Psychological Research, 44(4), 183–195. https://doi.org/10.1111/1468-5884.00021
Isaac Nathanson is an educator and athletic director at Red Bank Middle School in New Jersey. He is currently earning his special education certification with the goal of becoming a full-time special education classroom teacher. He also holds a Certificate of Eligibility with Advanced Standing (K–6) and completed his graduate studies at Rider University.
Since 2004, Isaac has served in a variety of classroom settings which have shaped his inclusive and flexible teaching style. With over a decade of experience, Isaac has supported diverse learners in both general and special education environments. His background includes teaching, coaching, behavior management, standardized testing facilitation, and school safety.
Isaac “brings a deep passion for inclusive education and strives to be the best educator he can be – helping every student feel seen, supported, and empowered to succeed.”