Academic achievement of diverse K-12 students in inclusive three-block model classrooms

ABSTRACT

The academic achievement of diverse kindergarten to grade 12 students in inclusive classrooms implementing the Three-Block Model (TBM) of universal design for learning was investigated. Fifty-one teachers and 684 of their students, including students with disabilities, students who were English language learners (ELL), and Indigenous students, participated in treatment and control groups. Results indicated significant differences between the two groups on measures of academic achievement, as reflected in a rubric that assessed levels of critical thinking. This was the case for typically developing students as well as those in the three subgroups, with large effect sizes in all cases. These findings suggest that the combination of social and emotional programming with universally designed instruction holds promise for improving the academic achievement of a broad spectrum of learners. Results are discussed in regards to implementation and training needs, and recommendations are made for future research.

KEYWORDS:

• Inclusive education
• three block model
• critical thinking
• academic achievement

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Jennifer Katz

Dr Jennifer Katz is currently an Assistant Professor in the Faculty of Education at the UBC. She is the developer of the “Three-Block Model of UDL”, an internationally recognized pedagogical framework for inclusive education that brings together effective practices in social and emotional learning and positive mental health with inclusive instructional practices. She is the author of three books: Teaching to Diversity: The Three Block Model of Universal Design for Learning, Resource Teachers: A Changing Role in the Three-Block Model of UDL and Ensouling Our Schools: A Universally Designed Framework for Mental Health, Well-Being, and Reconciliation. Her work as an advocate of inclusive education has spanned several countries, provinces and territories and multiple audiences. Her research interests include program evaluation of the Three-Block Model of universal design for learning, teacher professional learning for inclusive education, sustainable implementation, and the intersection of neurology, epigenetics, and mental health in our schools.

Laura Sokal

Dr Laura Sokal is a full professor in the Faculty of Education at the University of Winnipeg. She has conducted research about the psycho‐social aspects of schooling including children's adjustment to school, under‐achievement in young boys' reading, teacher education, and inclusive education. She has edited three books and published 50 peer‐reviewed research articles. Aside from working in schools, Laura has worked in programs for vulnerable children and as a Child Life Therapist at a children's hospital. As an award‐winning teacher, she enjoys learning with and from her students.

Amery Wu

Dr Amery Wu received her Ph.D. from the Measurement, Evaluation, and Research Methodology (MERM) program at the University of British Columbia in 2008. She was the recipient of the 2010 Outstanding Quantitative Dissertation Award of the AERA Measurement and Research Methodology Division D. From 2008 to 2010, she was a CIHR-funded Postdoctoral Fellow and Research Scientist in the Health Sciences at UBC. Since 2012, she has been an Assistant Professor at UBC in the MERM Program Area within the Department of Educational and Counselling Psychology, and Special Education. She has served as a reviewer for 10 international journals and also is a member of the editorial board of the Journal of Psychoeducational Assessment. Amery's program of research intersects through three interrelated themes: (1) development and application of advanced statistical modeling and psychometric methods (2) development of validity theories and validation methods: reasoning for validity arguments, test-taking strategies, cognitive/social/emotional influence on item responding, and (3) test operation practices.