Educators also must use careful observation and assessment of children’ s learning to identify and evaluate strategies and resources to support children’ s engagement and learning( Pawlowski et al. 2016; Shields & Synott 2016). Observation and assessment are key to fostering each child’ s learning journey( CAST 2024b). When children with different motor abilities struggle to complete a task, the educator who follows UDL principles can ask,“ What motor barriers are preventing this learner from engaging with or demonstrating what they know?” The answer( or answers) to this question will guide educators to adjust the content, instruction, and / or materials they use to help children complete projects and meet learning goals. Once a learning experience concludes, educators can evaluate how well its learning objectives were met and adjust as needed.( To read more about the UDL framework and strategies, visit udlguidelines. cast. org.)
In inclusive settings, educators often work with specialists. These professionals may include physical therapists( PTs), occupational therapists( OTs), and speech and language pathologists( SLPs), among others. They are valuable resources who can offer expertise and support to address children’ s diverse needs. Their integration in general education settings has been shown to produce more positive outcomes for children( Utami 2022): By collaborating with a child’ s early learning team, educators are able to design strategies, adaptations, and interventions to support all learners’ participation and success across the curriculum( Case-Smith & Holland 2009).( For an example of working with a team of specialists, see“ When in Doubt, Reach Out: Teaming Strategies for Inclusive Early Childhood Settings” in the Spring 2021 issue of Young Children.)
Educators can align with UDL principles in several ways as they determine how and when to effectively support children toward attaining learning goals. In the following sections, we follow Alex, a 3-year-old with motor disabilities, as the teachers in his inclusive preschool program use UDL to guide how they plan and implement the learning environment, the materials used, and their routines and instructional approaches to support Alex’ s growth and learning. The vignettes are drawn from a variety of early childhood settings I have worked in, and they highlight real-world experiences and insights from educators who support children with motor disabilities.
Alex’ s Story
Alex has been diagnosed with cerebral palsy and developmental delay, which impact his language skills, self-care, toileting, fine motor control, and ability to walk. His education plan specifically addresses these areas, with goals developed collaboratively among Alex’ s educators, family, and specialist team( which includes a PT, an OT, and an SLP). Goals have been designed to support Alex’ s development in these critical areas and to ensure his full participation in the learning environment and activities. Additionally, his goals are closely aligned with the classroom’ s overarching learning goals, which emphasize independence, social and emotional growth, and active participation.
Alex wears ankle braces, can walk with handheld assistance, and is learning to walk in a gait trainer. He often moves around the classroom on all fours, and this restricted movement prevents him from reaching his favorite toys during self-directed play. This can leave him frustrated and in tears. Engaging with peers also can be difficult for Alex, contributing to a sense of isolation. For example, on the playground, Alex sometimes sits immobile with his legs crossed and arms folded, gazing downward.
Alex’ s teachers, Ms. Kelly and Ms. Gloria, talk with his family about his interests, experiences, and abilities. They learn that Alex loves music, takes pride in being independent, and is very interested in technology. By observing him during the school day, they learn that Alex seeks out toys that are easy to hold and manipulate, is more engaged when he can reach toys that are at eye level, and responds to positive feedback. They also identify that he struggles with transitions.
Using this information, Ms. Kelly and Ms. Gloria take a thoughtful, systematic approach to modifying their learning setting, the materials they provide Alex, and the ways they engage him in lessons and activities.
40 Young Children
Summer 2025